School to Prison Pipeline: Civil Rights and Remedies

Losen, Daniel J.

doi:10.1037/e538502014-001

Cited by 123 publications

(225 citation statements)

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“…Given the recent call by the U.S. Secretary of Education (King, 2016) for schools to end corporal punishment and the broader federal push to institute positive school disciplinary practices (Duncan, 2014; Losen & Martinez, 2013; Noltemeyer, Ward, & Mcloughlin, 2015), our findings help pinpoint the schools and counties that will need the most assistance in replacing SCP with alternative methods of discipline. In addition, given that schools receiving Title I funds were more likely to use corporal punishment, tying Title I funding to changes in disciplinary regimes is a potential avenue for reducing SCP use.…”

Section: Discussionmentioning

confidence: 89%

Contextual factors associated with the use of corporal punishment in U.S. public schools

Font

Gershoff

2017

Children and Youth Services Review

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Section: Discussionmentioning

confidence: 89%

Contextual factors associated with the use of corporal punishment in U.S. public schools

Font

Gershoff

2017

Children and Youth Services Review

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“…Over 2,000,000 secondary school students – or approximately 1 out of 9 - were suspended from U.S. middle and high schools during the 2009–2010 school year (Losen & Martinez, 2013). Suspension has increased in frequency in recent years coinciding with an increase in the gap in racial disproportionality.…”

Section: Introductionmentioning

confidence: 99%

“…Suspension has increased in frequency in recent years coinciding with an increase in the gap in racial disproportionality. Between the 1972–1973 and 2009–2010 school years, rates of suspension doubled for African American (11.8% to 24.3%) and Latino (6.1% to 12.0%) students, whereas rates increased only slightly for White students (6.0% to 7.1%) (Losen & Martinez, 2013). …”

Section: Introductionmentioning

confidence: 99%

“…Based on parental reports, lifetime suspension rates were 43% for African Americans, 22% for Latinos, 16% for Whites, 14% for Native American/Alaskan Natives, and 11% for Asian Americans; lifetime expulsion rates were 13% for African Americans, 3% for Latinos, and 1% for Whites (Aud, Fox, & KewalRamani, 2010). Official school records show that school districts reported suspension rates of 17% for African American students, 8% for Native Americans, 7% for Latinos, 5% for Whites, and 2% for Asian Americans in the 2009–2010 academic year (Losen & Martinez, 2013). A large literature corroborates these disparities in suspension and/or expulsion (e.g., Fabelo et al., 2011; Krezmien, Leone, & Achilles, 2006; Raffaele Mendez, & Knoff, 2003; Skiba et al, 2011; Wallace, Goodkind, Wallace, & Bachman, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…According to the 2007 NCES survey previously mentioned, almost twice as many boys than girls in grades 6 through 12 were suspended (28% vs. 15%) and expelled (4.5% vs. 2.3%) at least once in their lifetime (Aud, Fox, & KewalRamani, 2010). In addition, several studies found a powerful interaction of race/ethnicity and gender whereby the highest rates of suspension were for African American boys (Losen & Martinez, 2013; Losen & Skiba, 2010; Skiba et al, 2002; Raffaele Mendez & Knoff, 2003; Wallace et al, 2008). …”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

To educate or to incarcerate: Factors in disproportionality in school discipline

Mizel

Miles

Pedersen

et al. 2016

Children and Youth Services Review

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The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2,539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline.

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Toward inclusive and identity safe learning for supporting racialized student achievement

Holden,

Tanenbaum,

Ashley

2023

Infant and Child Development

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Students racialized as Black often experience forms of marginalization and encounter unique obstacles in their educational paths. As a result, more inclusive and tailored forms of support should be developed. Working to better support Black students should be initiated through two complementary sides—through that of the instructor and the scientist. First, we consider the importance of identity‐safety and detail identity‐based barriers Black students experience in their learning environments. We then define the notion of cognitive universals and discuss how it limits the effectiveness of science and its translation to more inclusive practices. We argue that to strengthen tailored forms of student support, we must move beyond focusing only on cognitive universals and more carefully consider heterogeneity of effects. To support our argument, we present evidence‐based strategies from cognitive and learning science and educational interventions research to combat identity‐based barriers and boost learning gains. Overall, we urge instructors and scientists to consider a variety of techniques to create more identity‐safe and inclusive learning environments for Black students.

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School to Prison Pipeline: Civil Rights and Remedies

Cited by 123 publications

References 0 publications

Contextual factors associated with the use of corporal punishment in U.S. public schools

Contextual factors associated with the use of corporal punishment in U.S. public schools

To educate or to incarcerate: Factors in disproportionality in school discipline

Toward inclusive and identity safe learning for supporting racialized student achievement

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