Keywords

George Floyd, Police Brutality, Critical Discourse Analysis, Punctuated Equilibrium Theory, Social Construction Theory

Abstract

May 25, 2020, George Floyd died at the hands of former police officer Derek Chauvin after he placed his knee on George Floyd’s neck for 8 minutes and 46 seconds. His death sparked outrage, protests, and calls for accountability, justice, and reform. This study addresses the impact of George Floyd’s death as a focusing event that created a policy window under which federal legislation was introduced as a response to his death. Drawing on Punctuated Equilibrium Theory and Social Construction Theory, the study utilizes a critical discourse analysis to test how the death of George Floyd impacted the amount and framing of federal bills introduced from before his death (i.e., January of 2019 through May 24, 2020) and after (i.e., May 26, 2020, through December of 2021). The study is guided by three research questions: (1) what is the relationship between acts of police brutality and the introduction of bills relevant to police brutality at the federal level in the year before and after the death of George Floyd? (2) how do power dynamics and the use of symbolism impact the language and framing in the legislation? (3)  how is police brutality and the involved individuals or groups framed in the year before and months following the death of George Floyd? The purpose of the study is to uncover the relationship between a focusing event (i.e. George Floyd’s death) which occurred at the local level, the role of power dynamics and symbolism, and how federal legislation is introduced and framed during policy windows. The study uncovered shifts in legislative goals from 2019 through 2021 (i.e., from performative, to structural, and ending with reverting back to stasis). The findings illustrate limitations, practical implications, and pathways for future research.

Completion Date

2026

Semester

Spring

Committee Chair

Connolly Knox, Claire

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

Public Administration

Document Type

Dissertation/Thesis

Identifier

DP0053130

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