The School-to-Prison Pipeline

Kim, Catherine Y.; Losen, Daniel J.; Hewitt, Damon T.

doi:10.18574/nyu/9780814749197.001.0001

Cited by 24 publications

(38 citation statements)

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“…Prior to the pandemic, Black children were more likely to lose instructional time due to disproportionate discipline strategies (Losen & Martinez, 2020 ; U.S. GAO, 2018 ), and evidence suggests prepandemic losses were magnified by pandemic‐related school closures (Kuhfeld et al, 2022 ). Institutionalized patterns of racial discrimination against Black children, including disparate disciplinary practices resulting in the school‐to‐prison pipeline (C. Y. Kim et al, 2010 ), have fueled deep distrust of schools among Black communities (Gilbert et al, 2020 ; Shapiro et al, 2021 ). For many families, punitive discipline practices that disproportionately targeted their Black children carried over into the virtual learning space (C. Collins, 2021 ).…”

Section: Consequences Of Covid‐19 At the School Levelmentioning

confidence: 99%

“Wearing a Mask Won't Protect Us from Our History”: The Impact of COVID‐19 on Black Children and Families

Bogan¹,

Adams-Bass

Francis

et al. 2022

Social Policy Report

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The data on COVID-19 show an irrefutable and disturbing pattern: Black Americans are contracting and dying from COVID-19 at rates that far exceed other racial and ethnic groups. Due to historical and current iterations of racism, Black Americans have been forced into conditions that elevate their risk for COVID-19 and consequently place Black children at the epicenter of loss across multiple domains of life. The current paper highlights the impact of the pandemic on Black children at the individual, family, and school levels. Based on an understanding of the influence of structural racism on COVID-19 disparities, policy recommendations are provided that focus on equitable access to quality education, home ownership, and employment to fully address the needs of Black children and families during and after the pandemic. Research, practice, and policy recommendations are made to journal editors, funding agencies, grant review panels, and researchers regarding how research on COVID-19 should be framed to inform intervention efforts aimed at improving the situation of Black children and families.

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Section: Consequences Of Covid‐19 At the School Levelmentioning

confidence: 99%

“Wearing a Mask Won't Protect Us from Our History”: The Impact of COVID‐19 on Black Children and Families

Bogan¹,

Adams-Bass

Francis

et al. 2022

Social Policy Report

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“…Much scholarly inquiry surrounding the “criminalization of school discipline” (Hirschfield 2008) has centered on the issue of race and ethnicity, and a vast body of research provides evidence that minority youth are at a disparate risk of experiencing exclusionary school punishments. This literature consistently reports that Black and Hispanic students are more likely than White youth to be assigned suspensions, expulsions, and office referrals (Rocque and Snellings 2018; Skiba et al 2011; Welsh and Little 2018) and are less likely to receive behavioral therapy, medication, or special education program placement (Kim et al 2010; Ramey 2018). Previous scholarship has connected these patterns of inequality to variations in school-level policy as well as racial/ethnic student body composition (e.g., Kupchik and Ward 2014; Payne and Welch 2010; Welch and Payne 2012; 2018), though some work demonstrates that individual student-level disparities are observed both between and within school contexts (Edwards 2016; Owens and McLanahan 2020).…”

Section: Prior Researchmentioning

confidence: 99%

Racial and Ethnic Identity, Gender, and School Suspension: Heterogeneous Effects Across Hispanic and Caribbean Subgroups

Lehmann

Meldrum

2022

Journal of Research in Crime and Delinquency

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Objectives: This study explores the effects of racial/ethnic identity on youths’ likelihood of receiving a suspension from school as well as whether these disparities further vary by gender. In light of recent demographic shifts within the U.S., alternative theoretical rationales emphasizing such issues as “exotic threat,” “stereotype lift,” and “reflected race” present conflicting expectations regarding whether and how the disadvantages in school discipline experienced generally by minority students might extend to youth in certain Hispanic and Caribbean subgroups. Methods: We analyze data from the 2018 Florida Youth Substance Abuse Survey, which provides a large statewide representative sample of youth enrolled in Florida public middle and high schools ( N = 54,611). Results: Youth who are Black/non-Hispanic, Haitian, West Indian/Caribbean, and Dominican are most likely to receive a suspension from school, and these effects are particularly pronounced among female students. Mixed evidence of Hispanic-White differences in suspension is found, except for a heightened risk among Puerto Rican youth. Conclusions: Some of the findings imply the importance of skin tone and appearance over subgroup-specific perceptions of cultural or criminal threat. However, the disadvantages experienced by Puerto Rican students may represent an institutional response to their unique status as recent migrants to Florida.

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“…Balfanz et al (2014) reviewed longitudinal data and concluded that even one suspension has a substantial impact on students' likelihood of graduating; 73% of ninth-grade students that were suspended subsequently failed one or more courses taken that year and they were 20% more likely to drop out. For Black males, overrepresentation in discipline and dropouts catalyzes the school-to-prison nexus, in which perceived misconduct in school leads the student into the carceral system (Kim et al, 2010;Noguera, Bishop, Howard, & Johnson (2019); Wald & Losen, 2003). Fabelo et al (2011) report that suspensions and expulsions triple a student's likelihood of entering the juvenile justice system-the two measures are directly correlated.…”

Section: Factors That Impact College Access For Black Malesmentioning

confidence: 99%

Cacti in the Classroom: Cultivating College-Going Culture for Black Males in Ninth Grade

Lyons¹

2022

Proceedings of the 2022 AERA Annual Meeting

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This phenomenological, qualitative study examined the educational experiences and barriers to college entrance for Black males in the 9th grade attending urban high schools in South Los Angeles and Pasadena. Research shows that when afforded equitable college access resources and supports, Black males retain and achieve in higher education equal to or better than their minoritized peers in the college setting. However, according to national data, Black males are beset with a myriad of college-going challenges including low-quality schools, low teacher expectations, and limited access to the aspects of college readiness.Although Black males aspire to attend college at rates comparable to their racial peers, they are the least likely to be enrolled in college-preparatory courses, i.e. Honors and Advanced Placement. Particularly, Black ninth-graders are most likely to be enrolled in math courses that are below Algebra 1.Student trajectory to college and likelihood to drop out is effectively predicted by the completion of freshman courses. Approximately 20% of students who repeat freshman iii year complete high school in six years. College access programs, equipped with mentorship, culturally relevant pedagogy, and identity development act as a crucial intervention measure that has the potential to increase high school matriculation. Furthermore, increasing high school matriculation and college enrollment is the first step in securing better mental health conditions and overall living conditions for Black males. The research questions were answered through focus groups and in-depth interviews with students who participated in an academic summer program, administered via Zoom in Los Angeles, CA. The college access program analyzed in this study also sent Black undergraduate men and women at a flagship California university to high schools and conducted college mentoring and counseling aimed to increase student access. The findings from this research recommend an increase in early college access supports for Black males and culturally competent approaches to preparing teachers to engage with Black males. The overall goal of this dissertation was to assist education researchers and practitioners address the unique needs of Black males in pursuit of higher education-ultimately making schools and other social institutions more nourishing environments for Black life. iv The dissertation of Tr'Vel Terrell Lyons is approved.

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The School-to-Prison Pipeline

Cited by 24 publications

References 0 publications

“Wearing a Mask Won't Protect Us from Our History”: The Impact of COVID‐19 on Black Children and Families

“Wearing a Mask Won't Protect Us from Our History”: The Impact of COVID‐19 on Black Children and Families

Racial and Ethnic Identity, Gender, and School Suspension: Heterogeneous Effects Across Hispanic and Caribbean Subgroups

Cacti in the Classroom: Cultivating College-Going Culture for Black Males in Ninth Grade

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