Language, Equity, and Power: A Critical Discourse Analysis of Student Conduct Policies at UNL

Authors

Mandi Laib, University of Nebraska-LincolnFollow

First Advisor

Crystal E. Garcia

Committee Members

Corey Rumann, Milad Mohebali

Date of this Version

5-2025

Document Type

Thesis

Citation

A thesis presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Master of Arts

Major: Educational Administration

Under the supervision of Professor Crystal E. Garcia

Lincoln, Nebraska, May 2025

Comments

Copyright 2025, Mandi Laib. Used by permission

Abstract

This study conducts a Critical Discourse Analysis of student conduct policies at the University of Nebraska-Lincoln from 1977 to 2003 to examine how language reflects and reinforces institutional power structures. Utilizing Critical Race Theory and Queer Theory, this research investigates how conduct policies have historically marginalized Students of Color, LGBTQ+ students, and those facing economic hardship. Through a deductive coding process, themes such as institutional control, surveillance, and punitive framing were identified across four decades of student handbooks. While there are moments where student rights and restorative justice are acknowledged, these are often overshadowed by dominant discourse that prioritizes compliance and institutional authority. Subtle shifts in language throughout the decades are existent yet ultimately serve to reenforce rather than disband administrative control. The findings affirm that institutional discourse, even when presented as neutral or procedural, continues to reflect broader societal norms and inequities. By examining how power is embedded in policy language, this study contributes to ongoing efforts to reimagine student conduct practices in ways that center equity and student agency within higher education.

Advisor: Crystal E. Garcia