Fear of a Black (and Poor) School: Race, Class, and School Safety Policy Preferences

2019 ◽  
pp. 215336871988167
Author(s):  
Adam Dunbar ◽  
Aaron Kupchik ◽  
Cresean Hughes ◽  
Raven Lewis
Keyword(s):  
Low Income ◽  
School Safety ◽  
Public Support ◽  
The United States ◽  
Security Measures ◽  
Low Income Students ◽  
Student Body ◽  
Public Preferences ◽  
Race And Class ◽  
Security Practices

School security and punishment practices have changed throughout the United States since the 1990s. Yet we know little about public support for these practices nor how this support varies when considering different students. The current study uses an experimental approach to assess public preferences for school punishment and security practices and how public opinion relates to student body race and class, as well as attitudes about crime. Results indicate that participants prefer security measures for schools with more low-income students and mental health services for schools with more high-income students. We also find that participants with racialized views of crime, along with those who view crime as a growing problem and fear victimization, are more supportive of carceral disciplinary policies and less supportive of therapeutic policies. We conclude by considering how ostensibly race-neutral mechanisms, such as attitudes about poverty and crime, may contribute to racially disparate surveillance and punishment practices.

¡Sí se Puede en Colaboración! Increasing College Placement Rates of Low-income Students

2011 ◽  
Vol 113 (7) ◽  
pp. 1435-1476
Author(s):  
Matthew Militello ◽  
Jason Schweid ◽  
John Carey
Keyword(s):  
High School ◽  
High Schools ◽  
College Readiness ◽  
Low Income ◽  
The United States ◽  
Intervention Strategies ◽  
Low Income Students ◽  
College Board ◽  
Post Secondary ◽  
College Application

Background/Context Today we have moved from the debate of student opportunity to post-secondary educational setting to 100% access. That is, today's high school settings have been charged with preparing “college ready” graduates. Educational policy has leveraged mandates and sanctions as a mechanism to improve college placement rates, especially in high schools with a high percentage of low-income students. However, little empirical evidence exists to assist us in understanding how college readiness is actualized for low-income students. Focus of Study The purpose of this study was to identify specific strategies that schools employ to raise college application and attendance rates for low-income students. Research Design This study investigated 18 College Board Inspiration Award winning or honorable mention high schools across the United States. Phone interviews with all 18 schools informed the selection of five case study high schools. Data collection included interviews and observations with high school educators, parents, students, and other community members. Findings In this study, we describe evidence within and across the five case schools using a framework that was generated from the first phase of this study. These schools effectively improved college readiness by developing collaborative practices around: (1) Program Management, (2) External Partnerships, (3) Leadership, (4) College-focused Intervention Strategies, (5) Achievement-oriented School Culture, (6) Parental Outreach, (7) Systemic, Multileveled Intervention Strategies, (8) Use of Data, (9) Development and Implementation of Inclusive School Policies, and (10) Routinizing or Offloading Routine or Mundane Tasks. Conclusions/Implications This study operationalizes what effective practices look like in high schools with low-income students. The findings move beyond normative models to be implemented across sites to illustrations of exemplar practices that can guide collaborative efforts to enact the specific tasks necessary to improve college readiness for students.

scholarly journals “Daltexpharma”: A Case Addressing Potential Pharmaceutical Cargo Theft

2020 ◽  
Vol 11 (3) ◽  
pp. 16
Author(s):  
Tiffany M. Marchione ◽  
Nile M. Khanfar ◽  
Bahaudin G. Mujtaba ◽  
David Loudon
Keyword(s):  
Pharmaceutical Industry ◽  
Prescription Drugs ◽  
The United States ◽  
Security Measures ◽  
Article Type ◽  
Last Mile ◽  
Security Practices ◽  
Method Of Instruction ◽  
Cargo Theft ◽  
Faculty Instruction

Case Synopsis This paper is provided as an innovative resource for those in the academic and training arenas to use as a case example in discussing the problem of pharmaceutical cargo theft.  The case delves into the worldwide, on-going dilemma of pharmaceutical trucking cargo theft losses and the effects of such theft.  For those unfamiliar with the case method of instruction, the paper’s ending may be rather unsettling.  But that is where the student’s learning and faculty instruction process come together.  Typically, students (whether in teams or individually) will fully develop their responses based on the queries provided at the end.  Faculty may then proceed in any number of ways to elicit the students’ insights in a classroom setting.  For decades the pharmaceutical industry has been plagued with a plethora of criminal acts that impact the daily processes and procedures of operations.  Pharmaceutical warehouse and trucking thefts have not only aided in the currently debilitating state of the opioid crisis in the United States, but these thefts also aid the black market in the illegal sale of diverted prescription drugs.  Due to the lack of security measures, vulnerability of the truck drivers, their rigs, and the value of the cargo being transported, pharmaceutical theft is a lucrative opportunity for organized crime.  The case presented here describes the issues within the pharmaceutical industry as companies must deal with “last mile” cargo thefts.  Daltexpharma represents a synthesized, hypothetical example of a pharmaceutical firm that must develop policies to deal with such potential thefts in its supply chain.  Although a fictitious company, the case realistically details the important factors to consider in establishing strong security practices that may be necessary for a pharmaceutical company operating in today’s environment.  In order to protect the integrity and security of the authors’ case notes, particularly for use in an academic setting, the Journal’s editor will maintain control of them.  They may be obtained by faculty upon presenting their request to the Editor.    Article Type: Instructional Tool

Distributive Justice for LGBTQ People

2020 ◽  
Author(s):  
Libby Adler
Keyword(s):  
Low Income ◽  
Sex Workers ◽  
Homeless Youth ◽  
Social Institutions ◽  
The United States ◽  
Cultural Transformation ◽  
Full Spectrum ◽  
Reform Agenda ◽  
Race And Class ◽  
Legal Reforms

Leading advocates for lesbian, gay, bisexual, transgender, and queer (LGBTQ) advancement in the United States debate the central objectives of the movement as well as its proper reformist scope. On the libertarian right, gay rights proponents articulate a narrow vision, devoid of race or class consciousness and focused on obtaining formal equality through spare legal reforms—mainly access to marriage and military inclusion. On the left, advocates envision a larger cultural transformation, one that intersects with racial and economic justice and challenges the norms of powerful institutions such as family, capitalism, and the military. A review of empirical research demonstrates that the needs in the LGBTQ community are diverse and, in many cases, urgent. The most privileged, along axes of race and class, may have few concerns apart from protection against discrimination and formal exclusion from major social institutions. Once the full spectrum of LGBTQ demographics and experience are considered, however, such a constricted range of reform objectives reveals itself to be insufficient to address such obstacles as hunger, homelessness, and unemployment. A fresh approach to evaluating LGBTQ legal needs yields an equally fresh set of alternatives to the mainstream legal reform agenda. An intersectionally and distributively cognizant shift in the movement’s direction could advance the needs of the most disadvantaged members of the community, including homeless youth, transgender sex workers, and low-income parents.

School Safety, Security, and Discipline

Criminology ◽  
2021 ◽  
Keyword(s):  
United States ◽  
School Safety ◽  
School Discipline ◽  
Well Being ◽  
The United States ◽  
Unintended Consequences ◽  
School Security ◽  
Security Measures ◽  
Ample Evidence ◽  
School Officials

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.

scholarly journals “All kids matter”? Catholic institutional advocacy for federal COVID relief funding for non-public schools

2021 ◽  
Vol 29 ◽  
pp. 131
Author(s):  
Kathleen M. Sellers
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Critical Discourse Analysis ◽  
Low Income ◽  
Catholic Church ◽  
The United States ◽  
Low Income Students ◽  
Institutional Advocacy ◽  
American Catholic ◽  
Trump Administration

This article explores the policy interests expressed by the largest private educational system in the United States, American Catholic schools, during the first four months of the COVID-19 crisis. Critical discourse analysis is applied to public texts produced by the Catholic Church between March 1 and July 1, 2020, in order to understand the discursive strategies through which this institution constructs meaning in the policy arena. This analysis illustrates how Catholic leaders use language to make racialized and low-income students “discursively invisible.”  The author documents a significant change in policy discourse, from neoconservative logics to neoliberal ones, which corresponds directly to political signaling from the Trump Administration. Drawing on critical race theory, the author suggests implications for policymakers and stakeholders.    

Brilliant, Bored, or Badly Behaved? Media Coverage of the Charter School Debate in the United States

2015 ◽  
Vol 117 (8) ◽  
pp. 1-48 ◽  
Author(s):  
Daisy Rooks ◽  
Carolina Bank MuÑOz
Keyword(s):  
Charter Schools ◽  
Charter School ◽  
Alternative Schools ◽  
Low Income ◽  
Students Of Color ◽  
Media Coverage ◽  
Print Media ◽  
Qualitative Content Analysis ◽  
The United States ◽  
Low Income Students

Background In recent years, charter schools have received a great deal of media attention, appearing in documentary films, newspaper articles, magazine profiles, television news programs, and even sitcoms and feature films. The media is not alone in its interest in charter schools; researchers in the public and for-profit arenas have also focused their attention on charter schools in recent years. Questions This paper employs qualitative content analysis to answer the following questions: What information have journalists contributed to the charter school debate in the United States? And how might this information have shaped or influenced the debate? Research Design To answer these questions, we conducted a qualitative content analysis of print media coverage of the early years of the charter school debate. We analyzed 145 articles about public charter schools and public alternative schools that appeared in the New York Times and Los Angeles Times between 1994 and 2006. We developed two types of coding categories: descriptive and interpretive. The descriptive coding categories captured the following information about each article in our dataset: the publisher, the type of school described and the student population. The interpretive coding categories captured reporters’ descriptions of the students, teachers, resources, and institutional cultures of charter and alternative schools. Findings Our analysis uncovered several interesting themes. First, we found that print media depictions of charter and alternative school teachers tended to be more positive than media depictions of teachers in traditional public schools. This was especially true of print media coverage of charter schools that serve low-income students and/or students of color. Our analysis also cast doubt on a core assumption of the charter school debate; that charter schools’ approach to educating their students differs significantly from that of traditional public schools and public alternative schools. In their articles about charter schools that serve middle-income students, reporters described institutional cultures and pedagogical strategies identical to those found in alternative schools with similar student populations. When reporting on alternative schools that serve low-income students and/or students of color, reporters described pedagogical strategies that mirrored those found in charter schools with similar student populations. Recommendations Further research is needed to determine whether charter and alternative schools are educating their low- and middle-income students differently. If future research confirms this, we warn that charter and alternative schools could be preparing their low-income students and/or students of color inadequately for higher education and work in professional environments.

scholarly journals Tolerable Suboptimization: Racial Consequences of Defunding Public Universities

2020 ◽  
Author(s):  
Laura T. Hamilton ◽  
Kelly Nielsen ◽  
Veronica Lerma
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Public Universities ◽  
Resource Constraints ◽  
Underrepresented Students ◽  
The United States ◽  
Public Higher Education ◽  
Student Body ◽  
Student Activists ◽  
University Services

The defunding of public higher education has dramatically impacted public universities in the United States, and schools with racially marginalized student bodies are most likely to feel the crunch. Yet, scholars have directed little attention to the on-the-ground racial consequences of limited public postsecondary funding for students. In this article we ask: How is the defunding of public higher education reflected in the organizational practices of a university serving historically underrepresented students? And how do resource constraints affect racially (and often economically) marginalized students’ access to core university services? We draw on a year-long case study of a University of California campus serving a majority Latinx and low-income student body, including ethnographic observations and interviews with administrators, student-facing staff, student activists and organizers, and Black and Latinx students. Our findings identify defunding as a contemporary mechanism through which racial disparities in postsecondary educational experiences are maintained.

scholarly journals Living Alone in the United States and Europe: The Impact of Public Support on the Independence of Older Adults

2020 ◽  
Vol 42 (5-6) ◽  
pp. 150-162 ◽  
Author(s):  
Stipica Mudrazija ◽  
Jacqueline L. Angel ◽  
Ivan Cipin ◽  
Sime Smolic
Keyword(s):  
United States ◽  
Older Adults ◽  
Low Income ◽  
Independent Living ◽  
Public Support ◽  
The United States ◽  
Welfare States ◽  
Living Alone ◽  
The Impact ◽  
Generous Welfare

While we know that living alone is often associated with greater risk of financial hardship, we have limited knowledge on the possible link between the availability of public support and independent living. We use data from the 2014 Health and Retirement Study and the 2011–2015 Survey of Health, Ageing and Retirement in Europe to compare income and wealth profiles of the population aged 60 and above who are living alone in the United States and 19 European countries. We find that the likelihood of living alone is higher in generous welfare states, with social support and spending both positively associated with living alone. The relationship between personal resources and living alone has a smaller positive gradient in countries with robust welfare systems. The lack of adequate public support in less generous welfare states may constrain the ability of many low-income older adults without a partner to continue living independently.

scholarly journals Impact of the Financial Crisis on Higher Education in the United States

2015 ◽  
Author(s):  
Roger Geiger
Keyword(s):  
Higher Education ◽  
Low Income ◽  
The United States ◽  
Public Higher Education ◽  
Low Income Students ◽  
Enrollment Patterns ◽  
Education Enrollment ◽  
The Face ◽  
Selective Institutions

In the face of the economic crisis of 2008 – 2009, colleges and universities had to adjust to revenue shortfalls. The decline in endowments influenced especially the wealthiest institutions, which are often leading institutions. States also reduced their funding for public higher education. Enrollment patterns have opted to public, regional, and 2 year institutions. Long-term consequences are the decline of access among low-income students at selective institutions because of tuition increase while less selective institutions might compromise the quality.

scholarly journals Vouching for a Head Start Reformation

2017 ◽  
Vol 11 (2) ◽  
pp. 51-56
Author(s):  
Sai Polineni
Keyword(s):  
Early Childhood ◽  
Head Start ◽  
Low Income ◽  
The United States ◽  
United States Government ◽  
Low Income Students ◽  
Developmental Needs ◽  
First Time ◽  
The Brain

In the words of Jack Shonkoff, Director of Harvard’s Center on the Developing Child: the quality of the foundation built in early childhood, whether it is strong or fragile, affects future development, health, learning and economic success. With a strong foundation, babies move easily through more and more complex learning stages. And “although it’s never too late to learn new skills since the brain never stops developing, it’s just harder and less effective to build on a weak foundation than it is to get development right the first time”. This speaks to the growing trend and continuation of a national and international effort to restructure our orphanages and homes to better suit the proper developmental needs of children. In conjunction with these changes, the United States government has also increased its focus on improving early childhood education and interactions for those in communities usually bereft of these opportunities. One such program, Head Start, was created in 1965 to prepare low-income students for elementary school. It has evolved and changed over the last five decades and now faces a key juncture that will determine its future. 

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