3,519
Views
6
CrossRef citations to date
0
Altmetric
Articles

“We Have to Educate Every Single Student, Not Just the Ones That Look Like Us”: Support Service Providers’ Beliefs About the Root Causes of the School-to-Prison Pipeline for Youth of Color

References

  • Alexander, M. (2012). The new Jim Crow: Mass incarceration in the age of colorblindness. New York: [Jackson, Tenn.]: New Press; Distributed by Perseus Distribution.
  • Allen, Q., & White-Smith, K. (2014). “Just as bad as prisons”: The challenge of dismantling the school-to-prison pipeline through teacher and community education. Equity & Excellence in Education, 47(4), 445–460. doi:10.1080/10665684.2014.958961
  • American Psychological Association. (2008). Are zero-tolerance policies effective in the schools?: An evidentiary review and recommendations. American Psychologist, 63, 852–862.
  • Anyon, Y. (2016). Taking Restorative Practices School-wide. Technical report.
  • Anyon, Y., Gregory, A., Stone, S., Farrar, J., Jenson, J. M., McQueen, J., … & Simmons, J. (2016). Restorative interventions and school discipline sanctions in a large urban school district. American Educational Research Journal, 53(6), 1663–1697.
  • Anyon, Y., Lechuga, C., Ortega, D., Downing, B., Greer, E., & Simmons, J. (2018). An exploration of the relationships between student racial background and the school sub-contexts of office discipline referrals: a critical race theory analysis. Race Ethnicity and Education, 21(3), 390–406.
  • Barrett, K. (2011). The school-to-prison pipeline: structuring legal reform. Journal of Criminal Justice Education, 22(4), 593–596. doi:10.1080/10511253.2011.616002
  • Barton, W. H. (2016). Juvenile justice policies and programs. In Jenson, J., & Fraser, M. (Eds.), Social policy for children and families a risk and resilience perspective (pp. 97–124). Thousand Oaks, CA: SAGE Publications.
  • Bornstein, J. (2017). Can PBIS build justice rather than merely restore order? In Okilwa, N., Khalifa, M., & Briscoe, F. (Eds.), The school to prison pipeline the role of culture and discipline in school (pp. 192–206). Bigley, UK: Emerald Publishing Limited.
  • Cramer, E. D., Gonzalez, L., & Pellegrini-Lafont, C. (2014). From classmates to inmates: An integrated approach to break the school-to-prison pipeline. Equity & Excellence in Education, 47(4), 461–475. doi:10.1080/10665684.2014.958962
  • Dancy, E. T. I. I. (2014). (Un)Doing hegemony in education: Disrupting school-to-prison pipelines for black males. Equity & Excellence in Education, 47(4), 476–493. doi:10.1080/10665684.2014.959271
  • Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York: New York University Press.
  • Fabelo, T., Thompson, M. D., Plotkin, M., Carmichael, D., Marchbanks, M. P., III., & Booth, E. A. (2011). Breaking schools’ rules: A statewide study of how school discipline relates to students’ success and juvenile justice involvement. New York, NY: The Council of State Governments Justice Center.
  • Foucault, M. (1980). Power/Knowledge: selected interviews and other writings 1972–1977. London: UK. Harvester Press.
  • Gregory, A., Allen, J. P., Mikami, A. Y., Hafen, C. A., & Pianta, R. C. (2015). The promise of a teacher professional development program in reducing racial disparity in classroom exclusionary discipline. In D. Losen (Ed.), Closing the school discipline gap (pp. 166–179). New York, NY: Teachers College.
  • Harris, C. I. (1993). Whiteness as property. Harvard Law Review, 106(8), 1707–1791. doi:10.2307/1341787
  • Jain, S., Bassey, H., Brown, M. A., & Kalra, P. (2014). Restorative justice in Oakland Schools. Implementation and Impact: An effective strategy to reduce racially disproportionate discipline, suspensions, and improve academic outcomes. Retrieved from: www.ousd.k12.ca.us/
  • Kalvesmaki, A., & Tulman, J. B. (2017). A systems theory analysis for ending the school-to-prison-pipeline: Using disability rights laws to keep children in schools and out of courts, jails, and prisons. In Okilwa, N., Khalifa, M., & Briscoe, F. (Eds.), The school to prison pipeline the role of culture and discipline in school (pp. 192–206). Bigley, UK: Emerald Publishing Limited.
  • Klein, R. (2018, April 4). Betsy DeVos mulls the fate of guidance designed to reduce racial bias in schools. Huffpost. Retrieved from https://www.huffingtonpost.com/entry/devos-discipline-guidance_us_5ac4f523e4b093a1eb2150df.
  • Losen, D., Hewitt, D., & Toldson, I. (2014). Eliminating excessive and unfair exclusionary discipline in schools: Policy recommendations for reducing disparities. Discipline disparities research to practice collaborative. Bloomington, IN: The Equity Project at Indiana University. Retrieved from: http://www.indiana.edu/∼atlantic/wp-content/uploads/2015/01/Disparity_Policy_010915.pdf
  • Losen, D. J., & Orfield, G. (2002). Racial inequity in special education. Cambridge, MA: Harvard Education Publishing Group.
  • Mowen, T., & Brent, J. (2016). School discipline as a turning point: The cumulative effect of suspension on arrest. Journal of Research in Crime and Delinquency, 53(5), 628–653. doi:10.1177/0022427816643135
  • Noguera, P. (2003). Schools, prisons, and social implications of punishment: Rethinking disciplinary practices. Theory into Practice, 42(4), 341–350. doi:10.1353/tip.2003.0048
  • Osher, D., Woodruff, D., & Sims, A. E. (2002). Schools make a difference: The overrepresentation of African American youth in special education and the juvenile justice system. Racial inequity in special education, 93–116.
  • Sargrad, S. (2018, March 7). Rolling back rights for students. U.S. and World Report News. Retrieved from https://www.usnews.com/opinion/knowledge-bank/articles/2018-03-07/betsy-devos-education-dept-to-roll-back-help-for-students-with-disabilities.
  • Simon, J. (2007). Governing through crime: How the war on crime transformed American democracy and created a culture of fear. Oxford University Press.
  • Skiba, R. J., Arredondo, M. I., & Williams, N. T. (2014). More than a metaphor: The contribution of exclusionary discipline to a school-to-prison pipeline. Equity & Excellence in Education, 47(4), 546–564. doi:10.1080/10665684.2014.958965
  • Skiba, R. J., Chung, C., Trachok, M., Baker, T. L., Sheya, A., & Hughes, R. L. (2014). Parsing disciplinary disproportionality: Contributions of infraction, student, and school characteristics to out-of-school suspension and expulsion. American Educational Research Journal, 51(4), 640–670. doi:10.3102/0002831214541670
  • Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. London: Sage.
  • Wald, J., & Losen, D. J. (2003). Defining and redirecting a school‐to‐prison pipeline. New Directions for Student Leadership, 2003(99), 9–15. doi:10.1002/yd.51
  • Wright, J. P., Morgan, M. A., Coyne, M. A., Beaver, K. M., & Barnes, J. C. (2014). Prior problem behavior accounts for the racial gap in school suspensions. Journal of Criminal Justice, 42(3), 257–266. doi:10.1016/j.jcrimjus.2014.01.001

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.