The New American School: preparation for post‐industrial discipline

Kupchik, Aaron; Monahan, Torin

doi:10.1080/01425690600958816

Cited by 214 publications

(151 citation statements)

References 17 publications

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“…This explanation implies that SROs have no actual impact on adolescent behaviors, but do increase the overall amount of exclusionary discipline. Such a phenomenon would be consistent with theories of criminalization that suggest SROs are a key mechanism in the trend towards excluding adolescents from school en route to the juvenile justice system (Hirschfield 2008;Kupchik and Monahan 2006). Alternatively, it may be that adolescents' problem behaviors decrease with the presence of SROs, but the detection and punishment of the remaining misbehavior has increased dramatically with SROs in the school.…”

Section: Discussionsupporting

confidence: 60%

“…Although SROs have been implemented to increase the safety of students and schools, there may be iatrogenic effects associated with their presence, including increased rates of exclusionary discipline (Hirschfield 2008;Kupchik 2010;Kupchik and Monahan 2006) that lead to negative impacts on students and schools (Balfanz et al 2015;Christle et al 2005Christle et al , 2007Perry and Morris 2014). The Fig.…”

Section: Discussionmentioning

confidence: 99%

“…They suggest that schools mirror macro-level sociological trends that have become increasingly exclusionary and punitive (Hirschfield 2008;Kupchik and Monahan 2006). One way this may manifest itself is in the criminalization of adolescent behavior, where school discipline is delegated to SROs and police departments rather than being handled internally by school personnel.…”

Section: Conflicting Theoretical Frameworkmentioning

confidence: 99%

“…Should they choose not to intervene in situations such as these, they might communicate that they are willing to tolerate rule-breaking behavior and thereby contribute to a sense of disorder at the school; therefore, they may be compelled to address these situations directly. However, because of their years of training and experience as law enforcers and status as sworn police officers, they may be especially quick to identify behaviors that could be categorized as illegal, potentially leading to more serious discipline for adolescents than if the SROs had never been involved (Hirschfield 2008;Hirschfield and Celinska 2011;Kupchik and Monahan 2006), particularly with vaguely defined offenses that are subject to interpretation such as disorderly conduct. Both ethnographic (Kupchik 2010) and large-scale quantitative studies (Na and Gottfredson 2011;Theriot 2009) have found this effect: schools with SROs tend to be more severe in their punishment of misbehavior that could be considered open for interpretation.…”

Section: Tension In the Roles Of Srosmentioning

confidence: 99%

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School Resource Officers and Exclusionary Discipline in U.S. High Schools: A Systematic Review and Meta-analysis

2015

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Over the past few decades, schools in the U.S. have increasingly relied on school resource officers (SROs) to provide safety and order within school settings. In spite of the intuitive appeal that SROs might offer for making schools safer, critics suggest that there may be unintended negative consequences to this trend, including an increase in exclusionary discipline (i.e., suspensions and expulsions) of students in schools with SROs. This study presents a synthesis of the existing quasi-experimental literature examining the relationship between the presence of SROs and exclusionary discipline in U.S. high schools. Following a systematic literature search, random effects meta-analysis was used to summarize ten effect sizes from seven reports. One meta-analytic model with seven effect sizes achieved statistical significance, yielding a mean rate ratio of 1.21, 95 % CI (1.04, 1.40), indicating that the presence of SROs in high schools was associated with higher rates of exclusionary discipline. A second metaanalytic model with three effect sizes indicated no statistically significant relationship between SRO presence and rates of exclusionary discipline [rate ratio = 1.54, 95 % CI (0.78, 3.06)]. There were high levels of heterogeneity in both models, indicating that unmeasured moderating variables would likely explain some of the variance. Implications for research are discussed.

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Section: Discussionsupporting

confidence: 60%

Section: Discussionmentioning

confidence: 99%

Section: Conflicting Theoretical Frameworkmentioning

confidence: 99%

Section: Tension In the Roles Of Srosmentioning

confidence: 99%

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School Resource Officers and Exclusionary Discipline in U.S. High Schools: A Systematic Review and Meta-analysis

2015

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“…Schools can play a preparatory role for incarceration (e.g., Fenning and Rose 2007), and as a result there is a burgeoning research literature on the ''school to prison pipeline'' (Sander 2010). This literature identifies the ways in which a punitive orientation to crime in America has brought the police directly into schools to enforce zero tolerance disciplinary policies (Solomon 2004) and integrate information and control systems placing youth at increased risk of justice system contact and ultimately incarceration (Christle, Jolivette, and Nelson 2005;Hirschfield 2008; Kupchicka and Monahan 2006).…”

mentioning

confidence: 99%

Intergenerational Educational Effects of Mass Imprisonment in America

2012

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In some American schools, about a fifth of the fathers have spent time in prison during their child's primary education. We examine how variation across schools in the aggregation and concentration of the mass imprisonment of fathers is associated with their own children's intergenerational educational outcomes and ''spills over'' into the attainments of other students. We assess the association of this interinstitutional and intergenerational ''prison through school pathway'' with downward and blocked educational achievement. Educational and economic resources and other predisposing variables partially explain school-linked effects of paternal imprisonment on measures of children's educational outcomes. However, we find that the net negative school-level association of paternal imprisonment with educational outcomes persists even after we introduce school-and individual-level measures of a wide range of mediating processes and extraneous control variables. We discuss paternal imprisonment as a form of ''marked absence.'' The significance of elevated levels of paternal imprisonment in schools is perhaps most apparent in its negative association with college completion, the educational divide that now most dramatically disadvantages individuals and groups in American society.

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