Standin’ tall: criminalization and acts of resistance among elementary school boys of color

References

• Abowitz, K. K. 2000. “A pragmatist revisioning of resistance theory.” American Educational Research Journal 37 (4): 877–907. doi:10.3102/00028312037004877.
   Web of Science ®Google Scholar
• Akom, A. 2003. “Reexamining resistance as oppositional behavior: The nation of Islam and the creation of a black achievement ideology.” Sociology of Education 76 (4): 305–325. doi:10.2307/1519868.
   Web of Science ®Google Scholar
• Akom, A., A. Scott, and A. Shah. 2013. “Rethinking resistance theory through stem education: How working-class kids get world-class careers.” In Youth Resistance Research and Theories of Change, edited by E. Tuck and K. W. Yang, 153–165. New York: Routledge.
   Google Scholar
• Aldama, A. J. 2003. “Violence, bodies, and the color of fear: An introduction.” In Violence and the Body: Race, Gender, and the State, ed A. J. Aldama, 1–18. Bloomington: Indiana University Press.
   Google Scholar
• Alexander, M. 2012. The New Jim Crow: Mass Incarceration in the Age of Colorblindness. New York: New Press.
   Google Scholar
• Basile, V. 2018. “Cause he’s always on point: Decriminalizing boys of color in elementary school STEM education.” Paper Presented at the annual meeting of Science Education for Equity, Diversity and Social Justice. Davis, CA, January 12–14.
   Google Scholar
• Bernal, D. D. 2001. “Learning and living pedagogies of the home: The Mestiza consciousness of Chicana students.” International Journal of Qualitative Studies in Education 14 (5): 623–639. doi:10.1080/09518390110059838.
   Google Scholar
• Boduszek, D., and P. Hyland. 2011. “The theoretical model of criminal social identity: Psycho-social perspective.” International Journal of Criminology and Sociological Theory 4 (1): 604–614.
   Google Scholar
• Bourdieu, P. 2000. Acts of Resistance: Against the New Myths of Our Time. Cambridge: Polity Press.
   Google Scholar
• Brown, M. 2009. The Culture of Punishment: Prison, Society, and Spectacle. New York: NYU Press.
   Google Scholar
• Cole, D. 1999. No Equal Justice: Race and Class in the American Criminal Justice System. New York: New Press.
   Google Scholar
• Costelloe, M. T., T. Chiricos, and M. Gertz. 2009. “Punitive attitudes toward criminals: Exploring the relevance of crime salience and economic insecurity.” Punishment & Society 11 (1): 25–49. doi:10.1177/1462474508098131.
   Web of Science ®Google Scholar
• DeMarrais, B., and M. LeCompte. 1999. The Way Schools Work: A Sociological Analysis of Education. White Plains, NY: Longman.
   Google Scholar
• Donziger, S. 1996. The Real War on Crime: The Report of the National Criminal Justice Commission. New York: Harper Perennial.
   Google Scholar
• Duncombe, S. 2002. Cultural Resistance Reader. New York: Verso.
   Google Scholar
• Emerson, R. M., R. I. Fretz, and L. L. Shaw. 2011. Writing Ethnographic Fieldnotes. 2nd ed. Chicago: University of Chicago Press.
   Google Scholar
• Factor, R., I. Kawachi, and D. Williams. 2011. “Understanding high-risk behavior among non-dominant minorities: A social resistance framework.” Social Science & Medicine 73 (9): 1292–1301. doi:10.1016/j.socscimed.2011.07.027.
   PubMed Web of Science ®Google Scholar
• Ferguson, A. A. 2010. Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor: University of Michigan Press.
   Google Scholar
• Flores-Gonzalez, N. 2005. “Popularity versus respect: School structure, peer groups, and Latino academic achievement.” International Journal of Qualitative Studies in Education 18 (5): 625–642. doi:10.1080/09518390500224945.
   Google Scholar
• Freeman, A. 2015. “Classrooms, “crimes,” color, and the power of community resistance.” In The Race Controversy in American Education, edited by L. Drakeford, 93–120. Vol. 1.Santa Barbara: ABC-CLIO.
   Google Scholar
• Freire, P. 2000. Pedagogy of the Oppressed. New York, NJ: Continuum International Publishing Group.
   Google Scholar
• Garland, D. 2012. Punishment and Modern Society: A Study in Social Theory. Chicago: University of Chicago Press.
   Google Scholar
• Giroux, H. A. 1981. “Hegemony, resistance, and the paradox of educational reform.” Interchange 12 (2–3): 3–26. doi:10.1007/BF01192105.
   Google Scholar
• Giroux, H. A. 1983. “Theories of reproduction and resistance in the new sociology of education: A critical analysis.” Harvard Educational Review 53 (3): 257–293. doi:10.17763/haer.53.3.a67x4u33g7682734.
   Web of Science ®Google Scholar
• Goodall, H. L. 2000. Writing the New Ethnography. Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Gutiérrez, R. 2010. “The sociopolitical turn in mathematics education.” Journal for Research in Mathematics Education 44 (1): 37–68. doi:10.5951/jresematheduc.44.1.0037.
   Google Scholar
• Gutstein, E. 2006. Reading and Writing the World with Mathematics: Toward a Pedagogy for Social Justice. New York: Taylor & Francis.
   Google Scholar
• Hand, V. M. 2010. “The co-construction of opposition in a low-track mathematics classroom.” American Educational Research Journal 47 (1): 97–132. doi:10.3102/0002831209344216.
   Web of Science ®Google Scholar
• Harcourt, B. E. 2008. Against Prediction: Profiling, Policing, and Punishing in an Actuarial Age. Chicago: University of Chicago Press.
   Google Scholar
• Hirschfield, P. J. 2008. “Preparing for prison?: The criminalization of school discipline in the usa.” Theoretical Criminology 12 (1): 79–101. doi:10.1177/1362480607085795.
   Web of Science ®Google Scholar
• Justice Policy Institute. 2011. Gaming the System: How the Political Strategies of Private Prison Companies Promote Ineffective Incarceration Policies. Justice Policy Institute. www.justicepolicy.org.
   Google Scholar
• Langhout, R. D. 2005. “Acts of resistance: Student (in)visibility.” Culture & Psychology 11 (2): 123–158. doi:10.1177/1354067X05052348.
   Web of Science ®Google Scholar
• Leonard, J., W. Brooks, J. Barnes-Johnson, and R. Q. Berry. 2010. “The nuances and complexities of teaching mathematics for cultural relevance and social justice.” Journal of Teacher Education 61 (3): 261–270. doi:10.1177/0022487109359927.
   Web of Science ®Google Scholar
• Lindsay, V. C. 2005. “They schools ain’t teachin’ us”: Black males, resistance, and education at Uhuru high school. Chicago, IL: University of Illinois at Chicago.
   Google Scholar
• MacLeod, J. 2009. Ain’t No Makin’ It. Boulder, CO: Westview Press.
   Google Scholar
• Martin, D. B. 2006. “Mathematics learning and participation as racialized forms of experience: African American parents speak on the struggle for mathematics literacy.” Mathematical Thinking and Learning 8 (3): 197–229. doi:10.1207/s15327833mtl0803_2.
   Google Scholar
• Martin, D. B. 2007. “Mathematics learning and participation in the African American context: The co-construction of identity in two intersecting realms of experience.” In Improving Access to Mathematics: Diversity and Equity in the Classroom, ed P. Cobb and N. S. Nasir, 146–158. New York: Teachers College Press.
   Google Scholar
• Martin, D. B. 2009. “Researching race in mathematics education.” Teachers College Record 111 (2): 295–338.
   Web of Science ®Google Scholar
• Martin, D. B. 2013. “Race, racial projects, and mathematics education.” Journal for Research in Mathematics Education 44 (1): 316–333. doi:10.5951/jresematheduc.44.1.0316.
   Web of Science ®Google Scholar
• McDonald, K. E., C. B. Keys, and F. E. Balcazar. 2007. “Disability, race/ethnicity and gender: Themes of cultural oppression, acts of individual resistance.” American Journal of Community Psychology 39 (1–2): 145–161. doi:10.1007/s10464-007-9094-3.
   PubMed Web of Science ®Google Scholar
• McFarland, D. A. 2001. “Student resistance: How the formal and informal organization of classrooms facilitate everyday forms of student defiance.” American Journal of Sociology 107 (3): 612–678. doi:10.1086/338779.
   Web of Science ®Google Scholar
• Meiners, E. R. 2007. Right to Be Hostile: Schools, Prisons, and The Making of Public Enemies. New York, NY: Routledge.
   Google Scholar
• Merriam, S. B., and E. J. Tisdell. 2016. Qualitative Research: A Guide to Design and Implementation. 4th ed. San Francisco: Jossey-Bass.
   Google Scholar
• Miles, M. B., M. Huberman, and J. Saldaña. 2013. Qualitative Data Analysis: A Methods Sourcebook. 3rd ed. New York: Sage.
   Google Scholar
• National Research Council. 2000. Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Washington, DC: National Academy Press.
   Google Scholar
• National Research Council . 2013. “Next Generation Science Standards: for States, by States.”Washington, DC: The National Academies Press. doi: 10.17226/18290.
   Google Scholar
• National Science Teachers Association. 2004. NSTA Position Statement: Scientific Inquiry. Arlington, VA: NSTA Press.
   Google Scholar
• Nolan, K. 2011. Police in the Hallways: Discipline in an Urban High School. Minneapolis: University of Minnesota Press.
   Google Scholar
• Ogbar, J. 2007. Hip-Hop Revolution: The Culture and Politics of Rap. Lawrence: University Press of Kansas.
   Google Scholar
• Rios, V. M. 2006. “The hyper-criminalization of Black and Latino male youth in the era of mass incarceration.” Souls: A Critical Journal of Black Politics, Culture, and Society 8 (2): 40–54. doi:10.1080/10999940600680457.
   Google Scholar
• Rios, V. M. 2011. Punished: Policing the Lives of Black and Latino Boys. New York: NYU Press.
   Google Scholar
• Rios, V. M., and C. Rodriguez. 2012. “Incarcerable subjects: Working-class Black and Latino male youths in two California cities.” In Young Men in Uncertain Times, ed V. Amit and N. Dyck, 241–264. New York: Berghahn Books.
   Google Scholar
• Schwartz, L. H., D. DiGiacomo, and K. D. Gutiérrez. 2015. “Designing “contexts for tinkerability” with undergraduates and children within the el pueblo mágico social design experiment.” IJREE-International Journal for Research on Extended Education 3: 1.
   Google Scholar
• Solórzano, D. G., and O. Villalpando. 1998. “Critical race theory, marginality, and the experience of students of color in higher education.” In Sociology of Education: Emerging Perspectives, ed C. A. Torres and T. R. Mitchell, 211–224. New York: SUNY Press.
   Google Scholar
• Solórzano, D. G., and D. D. Bernal. 2001. “Examining transformational resistance through a critical race and Latcrit theory framework: Chicana and Chicano students in an urban context.” Urban Education 36 (3): 308–342. doi:10.1177/0042085901363002.
   Web of Science ®Google Scholar
• Solórzano, D. G., and T. J. Yosso. 2001. “Critical race and Latcrit theory and method: Counter-storytelling.” International Journal of Qualitative Studies in Education 14 (4): 471–495. doi:10.1080/09518390110063365.
   Google Scholar
• Solórzano, D. G., and T. J. Yosso. 2002. “Critical race methodology: Counter-storytelling as an analytical framework for education research.” Qualitative Inquiry 8 (1): 23–44. doi:10.1177/107780040200800103.
   Google Scholar
• Stinson, D. W. 2006. “African American male adolescents, schooling (and mathematics): Deficiency, rejection, and achievement.” Review of Educational Research 76 (4): 477–506. doi:10.3102/00346543076004477.
   Web of Science ®Google Scholar
• Stinson, D. W. 2008. “Negotiating sociocultural discourses: The counter-storytelling of academically (and mathematically) successful African American male students.” American Educational Research Journal 45 (4): 975–1010. doi:10.3102/0002831208319723.
   Web of Science ®Google Scholar
• The National Council of Teachers of Mathematics. 2013. Principles to Actions: Executive Summary. Reston, VA: National Council of Teachers of Mathematics.
   Google Scholar
• The Sentencing Project. 2017. Black Disparities in Youth Incarceration. Washington, DC: Sentencing Project. www.sentencingproject.org.
   Google Scholar
• Thompson, H. A. 2011. “Criminalizing kids: The overlooked reason for failing schools.” Dissent 58 (4): 23–27. doi:10.1353/dss.2011.0083.
   Web of Science ®Google Scholar
• Twyman Hoff, P. 2016. ““Fool me once, shame on you; fool me twice, shame on me”: African American students’ reclamation of smartness as resistance.” Race Ethnicity and Education 19 (6): 1200–1208. doi:10.1080/13613324.2016.1168542.
   Web of Science ®Google Scholar
• Wacquant, L. 2001. “Deadly symbiosis: When ghetto and prison meet and mesh.” Punishment & Society 3 (1): 95–133. doi:10.1177/14624740122228276.
   Google Scholar
• Winn, M. T., and N. Behizadeh. 2011. “The right to be literate: Literacy, education, and the school-to-prison pipeline.” Review of Research in Education 35 (2011): 147–173. doi:10.3102/0091732X10387395.
   Google Scholar
• Yosso, T. J. 2005. “Whose culture has capital? A critical race theory discussion of community cultural wealth.” Race Ethnicity and Education 8 (1): 69–91. doi:10.1080/1361332052000341006.
   Google Scholar