scholarly journals Ending the School-to-Prison Pipeline: Perception and Experience with Zero-Tolerance Policies and Interventions to Address Racial Inequality

2021 ◽  
Author(s):  
Kade-Ann Henry ◽  
Robyn Catagnus ◽  
Annette Griffith ◽  
Yors Garcia
Keyword(s):  
Racial Inequality ◽  
School Discipline ◽  
Zero Tolerance ◽  
Adverse Outcomes ◽  
People Of Color ◽  
Student Discipline ◽  
School Professionals ◽  
School To Prison Pipeline ◽  
Black Lives Matter ◽  
American Schools

This study expands the current research on anti-Black racism and student discipline in schools. It examines perception, experiences, and alternatives of zero-tolerance policies in education, in relation to the call for action by Black Lives Matter at Schools. Black, Indigenous, and People of Color (BIPOC) students are impacted at a disproportionate rate when it comes to school discipline, leading to high, inequitable incarceration rates. However, behavior analysis already has powerful tools and interventions that can stop this ‘school-to-prison pipeline’ effect. A survey of school professionals investigated awareness of adverse outcomes from zero-tolerance policies and the use of effective, behavioral alternatives to exclusionary disciplinary practices. Results confirmed zero-tolerance policies still exist in North American schools, but that school professionals, including behavior analysts, support Black Lives Matter at School’s call to end such practices. Importantly, participants report already having the necessary skills to combat zero-tolerance; however, many still feel uncomfortable or ill-prepared to implement interventions specifically to decrease anti-Black racism in schools.

Race, Four Farms, and a City: Color Blindness and the Austin, TX, Urban Farm Debate

2018 ◽  
Vol 43 (3) ◽  
pp. 227-249
Author(s):  
Deborah A. Harris ◽  
Rachel Romero
Keyword(s):  
Racial Inequality ◽  
Local Community ◽  
Color Blindness ◽  
Alternative Food ◽  
People Of Color ◽  
Alternative Food Movement ◽  
Community Activists ◽  
Key Factor ◽  
Two Sides ◽  
Racial Ethnic

Austin, TX, was the site of a three-year debate between urban farmers and their supporters and local community activists about how to rewrite an outdated farm code. There was tremendous animosity between the two groups and, despite efforts at mediation, the two sides were unable to reach compromise. To understand more about how these two groups came into conflict, we interviewed 26 local stakeholders about their views and experiences during the farm code debate and found that issues of race and racial inequality were a key factor in the continuing mistrust. We found that farmers and their supporters attempted to frame the debate and its racial undertones by highlighting their racial–ethnic minority supporters, describing their businesses as reclaiming East Austin’s agricultural past, and arguing that the only issue that should matter in redrawing the farm ordinance should be how to best help farmers provide healthy food to the community. We argue that the farmers’ responses draw from a discourse of whiteness and color blindness that can be harmful to People of Color and link their views to larger critiques that the alternative food movement and individual alternative food projects can be exclusionary.

Restorative for All? Racial Disproportionality and School Discipline Under Restorative Justice

2021 ◽  
pp. 000283122110626
Author(s):  
Miles Davison ◽  
Andrew M. Penner ◽  
Emily K. Penner
Keyword(s):  
Public Schools ◽  
Black Students ◽  
Restorative Justice ◽  
School Discipline ◽  
Student Discipline ◽  
Exclusionary Discipline ◽  
Difference In Difference ◽  
Racial Equity ◽  
Racial Disproportionality ◽  
Suspension Rates

A growing number of schools are adopting restorative justice (RJ) practices that de–emphasize exclusionary discipline and aim for racial equity. We examine student discipline as RJ programs matured in Meadowview Public Schools from 2008 to 2017. Our difference–in–difference estimates show that students in RJ schools experienced a profound decline in their suspension rates during the first 5 years of implementation. However, the benefits of RJ were not shared by all students, as disciplinary outcomes for Black students were largely unchanged. While the overall effects of RJ in this context are promising, racial disproportionality widened. Our results suggest that the racial equity intentions of RJ may be diluted as schools integrate RJ into their existing practices.

Cumulative Racial and Ethnic Disparities Along the School-to-Prison Pipeline

2022 ◽  
pp. 002242782110705
Author(s):  
Kelly Welch ◽  
Peter S. Lehmann ◽  
Cecilia Chouhy ◽  
Ted Chiricos
Keyword(s):  
Criminal Justice ◽  
Race And Ethnicity ◽  
Structural Equation ◽  
School Discipline ◽  
Structural Equation Models ◽  
Ethnic Disparities ◽  
School Suspension ◽  
School To Prison Pipeline ◽  
Cumulative Disadvantage ◽  
Suspension And Expulsion

Using the cumulative disadvantage theoretical framework, the current study explores whether school suspension and expulsion provide an indirect path through which race and ethnicity affect the likelihood of experiencing arrest, any incarceration, and long-term incarceration in adulthood. To address these issues, we use data from Waves I, II, and IV of the Add Health survey (N = 14,484), and we employ generalized multilevel structural equation models and parametric regression methods using counterfactual definitions to estimate direct and indirect pathways. We observe that Black (but not Latinx) individuals are consistently more likely than White persons to experience exclusionary school discipline and criminal justice involvement. However, we find a path through which race and Latinx ethnicity indirectly affect the odds of adulthood arrest and incarceration through school discipline. Disparate exposure to school suspension and expulsion experienced by minority youth contributes to racial and ethnic inequalities in justice system involvement. By examining indirect paths to multiple criminal justice consequences along a continuum of punitiveness, this study shows how discipline amplifies cumulative disadvantage during adulthood for Black and, to a lesser extent, Latinx individuals who are disproportionately funneled through the “school-to-prison pipeline.”

Disrupting the school-to-prison pipeline: Strategies to reduce the risk of school-based zero tolerance policies resulting in juvenile justice involvement.

2016 ◽  
pp. 257-275 ◽  
Author(s):  
Brian P. Daly ◽  
Aimee K. Hildenbrand ◽  
Emily Haney-Caron ◽  
Naomi E. S. Goldstein ◽  
Meghann Galloway ◽  
...  
Keyword(s):  
Juvenile Justice ◽  
Zero Tolerance ◽  
School To Prison Pipeline ◽  
School Based

Virtue Jurisprudence and the Case of Zero-Tolerance Discipline in U.S. Public Education Policy

2018 ◽  
Vol 21 (4) ◽  
pp. 514-544 ◽  
Author(s):  
Brian G. Sellers ◽  
Bruce A. Arrigo
Keyword(s):  
Decision Making ◽  
Public School ◽  
Education Policy ◽  
School Discipline ◽  
Zero Tolerance ◽  
Judicial Decision ◽  
Policy And Practice ◽  
Judicial Decision Making ◽  
Textual Data ◽  
Public Education Policy

This article empirically investigates how the humanistic critique at the core of virtue jurisprudence can illuminate the laws of captivity at the level of judicial decision making. One point of reference is the set of cases that makes up the constitutional challenges to and the resolutions of zero-tolerance public school discipline. These court decisions establish the conditions under which this strategy represents a legitimate and protected exercise of U.S. education policy and practice. We begin by explaining what virtue jurisprudence is, and we specify how its Aristotelian-sourced humanism has been the basis of ongoing sociolegal inquiry. We then delineate the coordinates of our methodology. These coordinates consist of two levels of textual data collection, as obtained from a LexisNexis criterion-based sample design. Next, we summarily present the results. These findings reveal both the judicial temperaments and the normative forces that inform and influence the nature of sociolegal decision making on the matter of zero-tolerance public school discipline. We discuss and analyze the results within the critical humanism of virtue jurisprudence. This critique suggests how the courts’ endorsement of zero-tolerance public policy and practice might be reconceived if an ethic of citizenship grounded the courts’ reasoning and decision making.

A Qualitative Analysis of the Vulnerability Narratives of Student Gun Rights Advocates

2020 ◽  
pp. 136078042092224
Author(s):  
Todd C Couch
Keyword(s):  
United States ◽  
Qualitative Analysis ◽  
Racial Inequality ◽  
The United States ◽  
Colleges And Universities ◽  
People Of Color ◽  
Potential Threat ◽  
Systemic Racism ◽  
Gun Politics ◽  
Faculty And Staff

In recent years, colleges and universities in the United States have considered allowing concealed firearms on their campuses. Yet, substantive research on why a minority of students’ desire to arm themselves is scarce. Addressing this gap in the literature, this study examines 30 interviews with chapter presidents of a national student gun rights organization. Using racialized narratives, participants express intense feelings of vulnerability on campus and in the larger society. Extending Feagin’s theory of systemic racism to gun politics, I argue respondents’ belief that they must be armed to co-exist with people of color reproduces racial inequality and poses a potential threat to students, faculty, and staff of color.

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