scholarly journals Angered: Black and non-Black girls of color at the intersections of violence and school discipline in the United States

2016 ◽  
Vol 21 (4) ◽  
pp. 423-437 ◽  
Author(s):  
Connie Wun
2020 ◽  
Vol 18 (1) ◽  
pp. 59-77
Author(s):  
Lily Lamboy ◽  
Ashley Taylor ◽  
Winston Thompson

In this article, we explore the interrelated phenomena of teachers’ paternalistic aims and their misattributions of the agency of their students within particular schooling contexts of systemic racial injustice in the United States. We argue that, because teachers in these contexts assess agency in patterned, predictable ways that stem from – and reify – preexisting unjust patterns of oppression, teachers are unreliable evaluators of the conditions necessary for just punishment. To build this argument, we explore a complex case in which authorities regularly fail to meet these conditions: the punishment of Black girls in low-income, urban, predominantly non-White primary and secondary schools in the United States. Through our analysis, we offer a new concept, excess agency misattribution, which raises serious questions about subjective justifications for punishment in contexts of entrenched injustice. By delineating how the perceptions of teachers influence both the putative justifying aims and targeted recipients of punishment, we demonstrate how the existing terrain of school punishment practices ought to affect our normative reasoning about the fairness of punishment in these contexts.


2021 ◽  
pp. 215336872098889
Author(s):  
Lynn A. Addington

A punitive legacy of the responses to school shootings in the United States is the expansion of exclusionary discipline. Black girls have disproportionately experienced this form of punishment as compared to white girls and non-Black girls of color. A small, but growing, body of research has examined the patterns and causes of this disparity. Current studies have made suggestions for possible solutions to address this disparity, but these recommendations are not readily accessible in a single location. A catalogue of these ideas could provide a useful foundation for policy development and evaluation. The present research note seeks to generate this resource by conducting a systematic review to identify and categorize recommendations aimed at reducing the discipline disparity experienced by Black girls. Based on this review, four categories emerged that center around: (1) culturally competent school programs, (2) enhanced teacher training, (3) spaces at school for empowering Black girls, and (4) trauma-informed student policies. This research note discusses these categories of recommendations using an intersectional framework and concludes with a summary of next steps to guide future research and policy work to address the disproportionate use of exclusionary discipline against Black girls.


2020 ◽  
Vol 4 (1) ◽  
pp. 11-22
Author(s):  
DARRICK SMITH

A national dialogue on school discipline has now reemerged in the United States as many educators struggle with how to maintain a balance of cultural responsiveness and high expectations when addressing student transgressions on their campuses. While the field of child development, counseling psychology, and communications pose theoretical responses to such dilemmas, this article aims specifically to address the procedural challenges of dealing with verbal abuse from students and adults. Through the lens of a social justice educator, the author offers practical, humanizing steps that are intended to help secondary school educators engage with students in a way that emphasizes boundaries, respect, and reflection for students and adults alike.


Criminology ◽  
2021 ◽  

The safety of children and young adults in the hallways of schools across the United States remains a top concern among school officials, policymakers and politicians, students, parents, and the general public alike. Overall, crime and victimization rates in schools across the United States have dropped precipitously over the past few decades and remain near historic lows. And schools tend to be a safe haven for the majority of youth across the United States. At the same time, concern over school safety—and efforts to maintain school safety—have tended to increase during the same time frame. Strategies aimed at maintaining a safe school generally fit into two broad categories: school security measures and school discipline. School security measures refer to specific devices and personnel used within the school to reduce victimization and promote the well-being of the students, teachers, administrators, and visitors. Some common examples of school security measures include identification badges worn by school personnel and students, the use of metal detectors at school entrances, school-based police (called school resource officers, or SROs) or security guards, surveillance cameras, drug-sniffing dogs, and the use of a check-in system for school visitors. The use of these types of security measures is often aimed at protecting against external threats to the school, although studies have shown that security measures significantly impact students, teachers, and parents within the school as well. School discipline, on the other hand, refers to actions taken by school officials, and increasingly members of law enforcement, to control and manage student misbehavior within the school. These efforts often include the use of school exclusions such as in-school and out-of-school suspensions as well as school expulsions. Since the 1990s, there has been significant growth in both school discipline and school security efforts. Millions of students are suspended from school each year and schools have increasingly adopted school security measures in efforts to maintain school safety. Although studies on the efficacy of school safety efforts are somewhat mixed, research provides limited evidence that school security and discipline increase school safety. Research has, however, provided ample evidence that some school safety strategies are tied to a number of unintended consequences such as increased racial/ethnic gaps in discipline, increased criminal justice contact and school dropout, and negative longer-term outcomes. At the same time, there is growing evidence that certain types of security and disciplinary practices have potential to promote school safety.


2021 ◽  
Vol 14 (2) ◽  
pp. 63-79
Author(s):  
Samantha White

During the early part of the twentieth century, Black girls in the United States attended Young Women’s Christian Associations (YWCAs) where they received instruction in sports and physical activity. Using archival research, in this article I examine the role of swimming in Black girls’ sports and physical activity practices in Northern YWCAs. With a focus on the construction of Black girlhood, health, and embodiment, I trace how girls navigated spatial segregation, beauty ideals, and athleticism. I highlight the experiences of Black girl swimmers—subjects who have often been rendered invisible in the historical and contemporary sporting landscape.


2017 ◽  
Vol 6 (3) ◽  
pp. 11-33
Author(s):  
Gabrielle Civil ◽  
Zetta Elliott

In this innovative dialogue, Gabrielle Civil and Zetta Elliott consider how their work inside and outside of the academy “opens up space” for Black girls in the United States and throughout the African diaspora. In her performance art and curation, Civil activates the presence and absence of diasporic Black girls and celebrates their creative potential. In her books for young readers, Elliott disrupts literary conventions by centering Black girl protagonists and using the fantasy genre not for escape but empowerment. Linking the critical and creative, this dialogue showcases reflection and embodied knowledge of Black girls and women.


Youth Justice ◽  
2016 ◽  
Vol 16 (3) ◽  
pp. 280-298 ◽  
Author(s):  
Jo Deakin ◽  
Aaron Kupchik

In the light of recent disciplinary reform in United States and United Kingdom schools, academic attention has increasingly focused on school punishment. Drawing on interviews with school staff in alternative and mainstream schools in the United States and the United Kingdom, we highlight differences in understandings and practices of school discipline. We argue that, in both countries, there is a mismatch between mainstream schools and alternative schools regarding approaches to punishment, techniques employed to manage student behaviour and supports given to students. While these disparities mirror what one would expect based on the distinct institutional arrangements and organizational priorities of alternative and mainstream schools, they pose particular problems for children transitioning between the two types of school. In this article, we raise a series of questions about the impact of these mismatches on children’s experiences and the potential for school disciplinary reform to achieve lasting results.


Sign in / Sign up

Export Citation Format

Share Document