Jones, S. (2016, April 25). Preschool-to-Prison Pipeline. Retrieved January 12, 2017, from http://www.huffingtonpost.com/the-heller-school-/preschooltoprison-pipelin_b_9773826.html This article is about the concerns Shayna Jones is having in regards to her nephew’s future. She explains he will be entering preschool in a year and a half, and fears her nephew’s education may “Be the first step to a long, or short, journey to chains.” In other words, she is concerned because she has found that statistically young African American males have been targeted by zero-tolerance policies within schools in the United States; resulting in them becoming victims of the prison pipeline. She explains that according to the American Civil Liberties Union (ACLU) …show more content…
Her article included a clear definition of the prison pipeline; which made it easier for readers to understand the population being targeted and the actions performed in order to lead colored children into the criminal justice systems. Jones makes a good point in her article when she reveals the number of African American students who are suspended nationally in a single year. She mentions the number of African American students suspended in order to catch reader’s attention. She then explains how southern states are responsible for half of these suspensions; making the point that racism is deeply rooted in southern states. Also, Jones does well with making suggestions on how to resolve this problem. Her suggestion of new educational curriculums and trainings for educators gives the opportunity for colored individuals to be viewed differently in the eyes of society. Different in terms of colored Americans being seen as individuals instead being portrayed as criminals.
Metze, P. S. (2017). Plugging the School to Prison Pipeline by Addressing Cultural Racism in Public Education Discipline. HeinOnline, 16, 203-312. Retrieved January 12, 2017.
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It explains that the rationale for this is that more prisons are built as more African American boys enter preschool within the United States. After addressing the issue, the author explains they will be discussing different topics related to the problem. These topics include: Reviewing some of the trouble spots in the developmental progressions of African American boys, discussing the conditions that give rise to the problems, and finally identifying the steps families, schools, and communities are taking to reverse the digression of African American
The school-to-prison pipeline is the idea that schools funnel students into the prison system. This theory is narrow-minded and ignores how the government benefits from the surveillance of African Americans. With the imagery of a pipe, this complex issue is reduced to the single-minded idea that schools force people of color, most notably African Americans, and does not discuss the evolution of the larger society. The way society has evolved to discriminate against African Americans at the institutional level is a key factor in the increased incarceration rates. The school-to-prison pipeline is an outdated and prejudiced model that does not fully explain the situation many African Americans face.
The school to prison pipeline is a phenomenon that refers to the practices and policies that have pushed school children, especially the most at-risk children, out of classrooms and into the juvenile justice system. This disturbing occurrence indicates the prioritization of incarceration over the education of children. Most alarmingly, many of the children being targeted have learning disabilities or histories of poverty, abuse or neglect. Instead of being targeted, these children would much rather benefit from additional counseling and educational services. Moreover, the knowledge acquired in this course will be incorporated in this paper and used to explain the points made. In this term paper, what will be discussed is the expansion of the zero tolerance policy, the different views on the policy, who is mostly targeted, the effects on the juveniles and any alternative solutions that could diminish this dismaying occurrence for becoming a larger problem.
...a clear definition for what the school-to-prison pipeline is and why it continues to exist. I see the issues that have proceeded because of this policy. The research gives me an advantage of providing the unconstitutional wrongdoings. This is not an issue just morally wrong, it is unjust. Literature provides me with information on why courts are not taking action as well as possible solutions to endure without depending on legislators to take actions. The school-to-prison pipeline has a direct target and the literature also contributes information on who that target group is and why they are so easily targeted.
According to statistics since the early 1970’s there has been a 500% increase in the number of people being incarcerated with an average total of 2.2 million people behind bars. The increase in rate of people being incarcerated has also brought about an increasingly disproportionate racial composition. The jails and prisons have a high rate of African Americans incarcerated with an average of 900,000 out of the 2.2 million incarcerateed being African American. According to the Bureau of Justice Statistics 1 in 6 African American males has been incarcerated at some point in time as of the year 2001.
In the United States, the rate of incarceration has increased shockingly over the past few years. In 2008, it was said that one in 100 U.S. adults were behind bars, meaning more than 2.3 million people. Even more surprising than this high rate is the fact that African Americans have been disproportionately incarcerated, especially low-income and lowly educated blacks. This is racialized mass incarceration. There are a few reasons why racialized mass incarceration occurs and how it negatively affects poor black communities.
Tulman, J. B. (2008). Time to Reverse the School-to-Prison Pipeline. (Cover story). Policy & Practice (19426828), 66(1), 22-27.
It is worthy to make a note that most of the students suspended and expelled in American schools are the African Americans who are ill-treated in school thus making their school life problematic. Out of 100% of students in American schools 63% of the students expelled are African Americans. Indeed, Blank et al (2004 p.108) argues that the big gap between African-American expulsion rates in comparison with other races is an indication of racial prejudice that is inherent in the American school system. Educational critics further argue that the American Educational system is particularly oppressive to the African-American child. They argue that most African-American children are expelled out of school because of minor crimes; crimes that would not lead to ex...
Skiba, and Pedro A. Noguera (2010) reports “the gap in achievement across racial and ethnic groups has been a focus of education research for decades, but the disproportionate suspension and expulsion of Black, Latino, and American Indian students has received less attention” (p. 59). The suspension and expulsion of minority students further widens the achievement gap and racial discipline gap when compared to the suspension and expulsion rate of white students. According to Gregory, et. al, “the Children’s Defense Fund (1975) first brought the issue of racial disproportionality to national attention, showing that Black students were two to three times overrepresented in school suspensions compared with enrollment rates in localities across the nation” (p. 59). Therefore, suspensions and expulsion begets low achievement, low self-esteem, not graduating on time and potential
Stopping this correlation early is of the utmost importance, as “for children of color, the absence of a high school diploma did more than relegate someone to the economic margins of society […] By the time they reach their early thirties, 52 percent of young, male, African American high school dropouts have spent some time in jail or prison” (Pettit & Western, 2003). The extension of the connections of these early discipline patterns seen in elementary schools to the prison system makes it important to have an analysis of different behavioral interventions as they relate to black males and seeing if that type of justice remains applicable in a positive, culturally competent manner to the needs of these young men. Speaking subjectively, however, it would seem that eliminating racial bias from exclusionary policies would effectuate a lesser number of African-American students suspended from school, and thus increase in the amount of time that these students spend in classrooms, where they belong.
The United States of America is the world’s leader in incarceration. There are nearly 2.2 million individuals currently in prison or jail (Zuckerman). This problem of mass incarceration in the United States is not due to an increasing crime rate, but rather due to changes in laws, policies and an increase in sentencing. This problem has spilled over into our schools. The school-to-prison pipeline is a theory that refers to the policies that force our American youth out of the school system and into the justice system of America. Many policies; including No Child Left Behind, have resulted in encouraging drop out rates for the most at risk students. Also the zero tolerance policy plays a major role because students face harsh punishments for rather non-serious acts like bringing scissors or Advil to school, which may result in an expulsion. These students are forced out of school due to being expelled, which puts their education at risk. These students are then pushed down the hypothetical pipeline and into the juvenile court system for many reasons by being out of school. Once their
The school-to-prison pipeline is ominous trend in the United States that pushes students out of school and into the juvenile justice system. Students at a disadvantage, such as children with learning disabilities or those faced with poverty, abuse, or neglect are the majority of students funneled through this pipeline. The pipeline is the result of schools failing to identify students in need to extra academic or social assistance. The resulting mass incarceration creates a vicious cycle for students that can be impossible to escape from.
Tests have shown that African American students are much more likely to be reported for misbehavior than any other race. Stephanie Francis Ward and Etienne Delessert state that “Nationally, black students are more than three times as likely to be suspended or expelled...:” (1) Many organizations are complaining and taking action against schools using zero tolerance policies because they claim that they single out African American students, and that these policies are racially unequal. Proper policies should be promoting equal opportunities for all races and that no policy should single out any type of group in a negative
A zero - tolerance policy in schools is a strict enforcement of rules and regulations. Suspension and expulsion are used to punish students for misbehavior, truancy, fights, and dress - code violations. Over the years, suspension has become the default punishment for even the most trivial things such as singing in the cafeteria and a 6 year old’s tantrum. Schools have taken a no - nonsense approach and have become tough on crime. Unfortunately, minority students are more likely to suffer the negative consequences of zero - tolerance policies. Suspension rates have more than doubled over the past 3 decades, affecting black students the most. A black student is 3 ½ times more likely to be suspended than a white student.
For those whose lives are the most controlled and exploited by systems of domination, the potential for a critical re-imagining of pedagogy is an unknown myth of academia. Philosophers and college students extol the transformative potential of education. Rarely, however, do their accolades manifest as tangible action in the ghettoes, slums, and cities of America. Nevertheless, these archetypal zones of exclusion have seen their share of new educational movements. Magnet and charter schools, increased community involvement, and innovative extracurricular programs all carry significant potential for breaking past the omnipresent economic boundaries which masquerade as intellectual impasses. While these programs have their faults and deficits, the focus of this paper is not a criticism or praise of these initiatives. Rather, I seek to investigate the potential transformative power of education within the heart of domination and exclusion: the American prison. Here, youths excluded from the start by entrenched systems of oppression are pushed one step further away from community and pulled deep into the structures of control. Incarceration signals a forcible withdrawal from community and education, and casts an indelible shadow upon the inmate’s future: depression, stigma, loss of opportunity, and the seemingly endless trap of recidivism. Educational strategies which push the boundaries of the prison system and encourage students to critically engage with the political concerns that have structured their own identity and social position present a real and indispensable opportunity for meaningful changes both within the penal system and in the broader social realm. Education here presents itself as a paradoxical site of revolution. A s...
Youth can be incarcerated for even minor behavior. East Mississippi officials operate the “school-to-prison pipeline” that imprison youth Black and Hispanic students for disciplinary infringements as minor as dress code breach, said the U.S Justice Department (Los Angeles Times, 2012). The zero tolerance which gives birth to the “school-to-prison pipeline” set to discriminate, for the detriment of Black and Hispanic so called the minority. For example two middle-schoolers push each other a White and a Black; the white gets a three-day, in-school suspension and the other is arrested and suspended, out of-school for ten days ( Stacy Teicher Khadaroo, 2013). In addition, according America Tonight, eight Black students were arrested at Enloe High School in Raleigh North Carolina for a water balloon fight due to rumor that the balloons would be filled with bleach or urine. However, school officials and law enforcement later said that they have no evidence of the balloons being filled with urine or bleach (Caroline Cooper, 2015). These example elicited the vulnerability of Black and Hispanic youth. “An educated enlightened population is one of the surest ways of promoting the health of a democracy”. Nelson