“One Day Dictated So Much”: A Qualitative Study on the Long-Term Effects of Behavioral Management Charts

School discipline is a topic that has been heavily studied. Suspensions, expulsions, and arrests have long been at the center of this research, with a particular focus on racial disparities. Less severe, punitive systems like Behavioral Management Charts (BMCs) are often left out of these conversations and arguments. Therefore, it is appropriate to ask and evaluate how these more minor systems genuinely affect students while serving their purpose of “preventing disruptive behaviors.” This thesis explores how the use of BMCs impacts college students, especially Black students, at The University of Tennessee, Knoxville. Asking how, if at all, they have contributed to their change in behavior over time. This thesis builds on previous research on positive behavior support strategies in the classroom by examining both their long-term effects and their implications of producing “positive” outcomes.