Over-Tested Generation: Youth and Standardized-State Testing in a Racialized Educational Context

Campos-Holland, Ana; Hall, Grace; Pol, Gina

doi:10.1108/s1537-466120160000020008

Cited by 2 publications

(2 citation statements)

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“…With the market approach 9 dominating the educational system in the United States, youth of color in urban environments journey across racial/ethnic divides to attend schools (Campos-Holland, Hall, & Pol, 2016), exposing them to expanded situational contexts in which they may have police contact (Shedd, 2015). The current research represents a timely exploration of how nondelinquent boys and girls of color experience contemporary policing.…”

Section: Contextualizing the Policing Of Youth Of Colormentioning

confidence: 99%

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Unjustified: Youth of Color Navigating Police Presence Across Sociospatial Environments

et al. 2018

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Hyper-surveillance in marginalized communities places Brown and Black boys at a high risk of involuntary police contact. Prior research, however, has primarily focused on the experiences of youth already labeled delinquent, and has only just begun to explore girls’ lived experiences and differentially surveilled spaces. The current study engages a sociospatial qualitative approach to explore how 84 nondelinquent boys and girls of color experience police presence across a racially/ethnically and socioeconomically segregated metropolitan area in the Northeast region of the United States. Specifically, 41 boys and 43 girls, ages 9–17, of African-American, Latina/Latino, Jamaican-American, Nigerian/Saint Lucian, and multiracial/ethnic descent, participated in semistructured interviews at four community youth centers. The results suggest that nondelinquent youth of color experience police presence in gendered and racialized ways in public spaces, and that such experiences vary across racially/ethnically and socioeconomically segregated cities and suburbs.

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Section: Contextualizing the Policing Of Youth Of Colormentioning

confidence: 99%

“…9. The "market approach" commodifies learning and privatizes public schools, defunding public schools within neighborhoods and promoting "open choice" school programs, such as charter schools and school vouchers (Campos-Holland, Hall, et al, 2016). 10.…”

Section: Notesmentioning

confidence: 99%