More Than a Metaphor: The Contribution of Exclusionary Discipline to a School-to-Prison Pipeline

2014 ◽  
Vol 47 (4) ◽  
pp. 546-564 ◽  
Author(s):  
Russell J. Skiba ◽  
Mariella I. Arredondo ◽  
Natasha T. Williams
Keyword(s):  
Exclusionary Discipline ◽  
School To Prison Pipeline

Conclusion

2021 ◽  
pp. 237-268
Author(s):  
Mark R. Warren
Keyword(s):  
Social Justice ◽  
Racial Disparities ◽  
Exclusionary Discipline ◽  
Educational Justice ◽  
School To Prison Pipeline ◽  
Social Justice Movements ◽  
Challenges And Opportunities ◽  
White Nationalism ◽  
Justice Movements ◽  
The Impact

The concluding chapter documents the impact of the school-to-prison pipeline movement on reducing suspensions and challenging policing practices in schools. It then highlights the features that help explain the growth and success of the movement and its emerging intersectional nature—like centering the participation of people most impacted by injustice. It draws lessons from this study for reconceptualizing social justice movements as ones that “nationalize local struggles.” It considers the enduring challenges facing the movement to dismantle the school-to-prison pipeline, including the persistence of racial disparities in exclusionary discipline, tensions between local and national organizing, and the difficulties of implementing restorative alternatives that serve to transform deep-seated racialized processes. It ends with a discussion of the challenges and opportunities to building racial and educational justice movements powerful enough to fully transform entrenched systems of racial inequity and educational injustice, particularly in an era that has witnessed the rise of white nationalism.

scholarly journals Exclusionary School Discipline and Neighborhood Crime

2020 ◽  
Vol 6 ◽  
pp. 237802312092540
Author(s):  
Julie Gerlinger
Keyword(s):  
School Discipline ◽  
Neighborhood Disadvantage ◽  
Macro Level ◽  
Exclusionary Discipline ◽  
Law And Order ◽  
Neighborhood Crime ◽  
School To Prison Pipeline ◽  
Institutional Processes ◽  
Aggravated Assault ◽  
The Impact

The author investigates the impact of law-and-order schools, defined as those that rely heavily on exclusionary discipline (i.e., suspension and expulsion) as a form of punishment, on neighborhood crime. Additional analyses are performed to assess whether the effects of punitive school discipline on local crime are moderated by neighborhood disadvantage. Findings suggest that suspensions are associated with increases in local crime—evidence of a macro-level school-to-prison pipeline—while expulsions are generally associated with fewer crime incidents. Although disciplinary exclusions appear to increase crime at fairly consistent rates across levels of neighborhood disadvantage, both exclusion types are associated with more aggravated assault in areas with higher levels of disadvantage. As such, institutional processes of the school appear to help explain variations in community crime.

scholarly journals School Deferred: When Bias Affects School Leaders

2019 ◽  
Vol 11 (4) ◽  
pp. 492-498 ◽  
Author(s):  
Shoshana N. Jarvis ◽  
Jason A. Okonofua
Keyword(s):  
Black Students ◽  
White Students ◽  
School Leaders ◽  
Exclusionary Discipline ◽  
Disciplinary Actions ◽  
School To Prison Pipeline ◽  
Time Points ◽  
Negative Impacts

In the classroom, Black students are disciplined more frequently and more severely for the same misbehaviors as White students. Though teachers have influence over disciplinary actions, the final decisions for exclusionary discipline (i.e., suspensions and expulsions) are principals’ responsibility. We test how principals make disciplinary decisions in a preregistered experiment. Principals endorsed more severe discipline for Black students compared with White students across two time points. Further, this discipline severity was explained through Black students being more likely to be labeled a troublemaker than White students. Future efforts should focus on principals in order to mitigate the negative impacts of the school-to-prison pipeline.

A Mixed-Studies Review of the School-to-Prison Pipeline and a Call to Action for School Nurses

2020 ◽  
pp. 105984052097200
Author(s):  
Shoshana V. Aronowitz ◽  
BoRam Kim ◽  
Teri Aronowitz
Keyword(s):  
At Risk Students ◽  
Position Statement ◽  
School Nurses ◽  
Exclusionary Discipline ◽  
Health Crisis ◽  
Call To Action ◽  
School To Prison Pipeline ◽  
Disciplinary Programs ◽  
Mixed Studies Review ◽  
Improve Student Achievement

Zero-tolerance school disciplinary policies have contributed to the proliferation of exclusionary practices, which increase the risk that minoritized students will be harmed by the school-to-prison pipeline (STPP). The purpose of this review was to explore factors that influence the STPP and highlight the role school nurses can play in protecting students from this public health crisis. We used a systematic mixed-studies review method, and 14 studies were included. Exclusionary discipline disproportionately affects minoritized students, but decreased student–teacher ratios, wellness-focused environments, and lower levels of school punishment can improve student achievement and health. The National Association of School Nurses position statement provides a framework to guide school nurses in the dismantlement of the STPP. School nurses should advocate for their position on the interdisciplinary team, funding for alternative disciplinary programs, abolition of school policing, restorative justice approaches, support for at-risk students, and anti-racism education programs for all school staff.

scholarly journals School deferred: When bias affects school leaders

2021 ◽  
Author(s):  
Shoshana N Jarvis ◽  
Jason Okonofua
Keyword(s):  
Black Students ◽  
White Students ◽  
School Leaders ◽  
Exclusionary Discipline ◽  
Disciplinary Actions ◽  
School To Prison Pipeline ◽  
Time Points ◽  
Negative Impacts

In the classroom, Black students are disciplined more frequently and more severely for the same misbehaviors as White students. Though teachers have influence over disciplinary actions, the final decisions for exclusionary discipline (i.e., suspensions and expulsions) are principals’ responsibility. We test how principals make disciplinary decisions in a preregistered experiment. Principals endorsed more severe discipline for Black students compared with White students across two time points. Further, this discipline severity was explained through Black students being more likely to be labeled a troublemaker than White students. Future efforts should focus on principals in order to mitigate the negative impacts of the school-to-prison pipeline.

scholarly journals A School-to-Prison Pipeline? Exclusionary Discipline and the Production of Delinquency

2018 ◽  
Author(s):  
Joel Mittleman
Keyword(s):  
Justice System ◽  
Turning Point ◽  
Labeling Theory ◽  
Fragile Families ◽  
Exclusionary Discipline ◽  
Contextual Data ◽  
School To Prison Pipeline ◽  
School Suspensions ◽  
Discipline Policies ◽  
Juvenile Arrests

There is growing concern that school discipline policies increase children’s risk of contact with the justice system, promoting a “school-to-prison pipeline.” Despite the popularity of this concern, the evidence of discipline’s impact on arrests remains limited in important ways. The current study leverages a unique combination of data sources to provide plausibly causal evidence that school suspensions mark a turning point in children’s lives, increasing their risk of later arrest. Combining fifteen years of data from the Fragile Families and Childhood Wellbeing Study with contextual data on neighborhoods and schools, I estimate that suspended children are two times more likely to experience an adolescent arrest than otherwise similar children. Although suspended children experienced significantly greater escalations in delinquency than their peers, post-suspension changes in behavior are unable to explain the association between childhood suspension and adolescent arrest. Instead, the data are consistent with a labeling theory of school sanctions, whereby suspended children face higher rates of subsequent discipline in ways that are largely unexplained by their reported behavior. At a time when juvenile arrests can permanently alter youth’s risks and opportunities, this study highlights an important mechanism by which schools shape inequality across the institutions that govern children’s lives.

The School-to-Prison Pipeline: How Federal Antidiscrimination Law Fails to Protect Equal Educational Opportunity

2019 ◽  
Author(s):  
Erik J. Girvan
Keyword(s):  
Students Of Color ◽  
Equal Opportunity ◽  
School Discipline ◽  
Educational Opportunity ◽  
Equal Educational Opportunity ◽  
Exclusionary Discipline ◽  
Federal Law ◽  
School To Prison Pipeline ◽  
Equal Education ◽  
Antidiscrimination Law

Among the core values of a democratic system is that children and youth, whatever their background, should have an equal opportunity to become responsible, productive, and successful members of society. In moderation, exclusionary school discipline, such as suspensions and expulsions, may support this value by helping schools to preserve safe and orderly learning environments. In excess and when applied more frequently to students of color, however, removing students from the classroom undermines equal educational opportunity. This chapter explains how the rights that federal antidiscrimination law creates for students are poorly suited to protect them from the excessive and inequitable use of exclusionary discipline embodied in what is frequently referred to as the “school-to-prison pipeline.” It first introduces and defines the school-to-prison pipeline with respect to its central characteristics related to school discipline. The chapter then reviews the scope of the basic sources of federal antidiscrimination law and identifies the limited circumstances in which they prohibit use of exclusionary discipline. Third, it summarizes the results of empirical research investigating the primary causes of racial disparities in exclusionary school discipline. The chapter concludes with a discussion of how federal law does not support or advance the value of equal education opportunity in this context because it fails to account for or address the major causes of excessive and inequitable exclusionary discipline, and with some thoughts about moving forward.

RING THE ALARM

2020 ◽  
pp. 1-17
Author(s):  
Jelisa S. Clark
Keyword(s):  
Black Women ◽  
News Coverage ◽  
Black Girls ◽  
Black Boys ◽  
Exclusionary Discipline ◽  
School To Prison Pipeline ◽  
Race And Gender ◽  
Discipline Policies ◽  
And Gender ◽  
The Impact

Abstract In this research, I use theories of framing and social construction to investigate how race and gender are featured in national news coverage of the school-to-prison pipeline, and how policies and practices funnel students from school to the criminal justice system. Results indicate that there are three primary narratives surrounding the school-to-prison pipeline. The first is a narrative that harsh disciplinary practices in schools are irrational and negatively impact all students. The second narrative crafts the school-to-prison pipeline as a social problem for all Black students irrespective of gender. The final narrative emphasizes the impact of exclusionary discipline on Black boys. Each of these narratives functions to erase the experiences of Black girls. Ultimately, I argue that we need to take a more intersectional approach to school discipline policies and take into account how Black women and girls are situated within popular and policy discussions.

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