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Cycle Of Incarceration Analysis

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Their stories depict how our education systems track those who are going to be placed into the cycle of the criminal justice system. Interviewees illustrate how our criminal justice system is locking up “people we are mad at” instead of the “people we are afraid of.” Demetra had 11 charges by the age of 14, diagnosed with anxiety, placed in juvenile jail 3 times, and placed into juvenile housing after assaulting her aunt (guardian). She stated multiple times throughout the documentary, that being incarcerated never taught her a life lesson, and only made her angry. She had barely entered high school, and already had been a placed into the cycle of incarceration. Incarceration has become used as the answer to every social problem. Incarceration has been used for students of color who are not doing well in school or fighting or acquiring truancy. The implementation of disciplinary policies only perpetuates problems by fulfilling a short term solution of “treatment,” instead of deeper involvement with children like Demetra in order to create a long-term solution. However, this is not a single story, but one that mark Black and Hispanic students who “represent over 70 percent of the students arrested or referred to law enforcement at school” (Heitzeg 100). Students of color are labeled as criminals, which moves them from one stage to the next: …show more content…

Before her court hearing she wrote a prayer to God, discussing how she did not know who she was, how she had nothing to live for, nothing to become. She said “I am useless, and ready to die.” During this time, her self-efficacy, hope, and a vision of a way out of her life was non-existent. She did not understand why she was sentenced to jail for skipping school, and described how the handcuffs made her feel like she was going to hurt

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As hard as it is to admit, the American justice system is flawed. The documentary Broken on All Sides explores some of the problems the American justice system has. Some of these problems include mass incarceration in America and racial injustice. This documentary begins with the discussion of the drug war which led to a massive increase of incarnated citizens in America following this was the discussion of the brutality and discrimination African Americans face when it comes to the American justice system. While still bouncing off those two main topics, the documentary begins to discuss about what life is like inside jails/prions and the problems former felons deal with once released from prison.

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Over the last thirty years, the prison population in the United States has increased more than seven-fold to over two million people, including vastly disproportionate numbers of minorities and people with little education. For some racial and educational groups, incarceration has become a depressingly regular experience, and prison culture and influence pervade their communities. Almost 60 percent of black male high school drop-outs in their early thirties have spent time in prison. In Punishment and Inequality in America, sociologist Bruce Western explores the recent era of mass incarceration and the serious social and economic consequences it has wrought.

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The author based his investigation on criminologists, ethnographers and anthropologists criteria to argument his outcomes which add a solid framework to the entire project. I think the book suggests that there is a lot to do and it’s time to change unsuccessful methods. Despite of some critics, I think “Punished: Policing the Lives of Black and Latino Boys” is an obligatory reading to all people who really want to understand the whys and hows of most of young men who are labeled as criminals and live in marginal neighborhoods. This material also has the merit of describing the way these youths have to coexist with a lot of disadvantages to make a change and get a positive progress in their

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Not only does Berstein call for an overall reform of this nation’s juvenile prisons, she goes as far as saying the practice of locking up youth is in need of a “more profound than incremental and partial reform” (13). The fact that Bernstein outlines the numerous failed strategies and goals of this practice with her compelling use of studies and statistics is enough to promote an audience to reject the practice of locking up youth. The statistic she shares that “four out of five juvenile parolees [will be] back behind bars within three years of release” as well as the studies she conducted on numerous instances when a guards abuse of power lead to the death of a child work to further prove her point: being that “institution[s] as intrinsically destructive as the juvenile prison” have no place in a modern society (13, 83). Bernstein refutes this false sense effectiveness further by sharing her own ideas on what she believes works as a much more humane solution to rehabilitating

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ANNOTATED BIBLIOGRAPHY Alexander, M. (2012). The New Jim Crow: Mass Incarceration in the Age of Colorblindness (Rev. ed.). New York, NY: The New Press. Michelle Alexander in her book, "The New Jim Crow: Mass Incarceration in the Age of Colorblindness" argues that law enforcement officials routinely racially profile minorities to deny them socially, politically, and economically as was accustomed in the Jim Crow era.

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Minority students struggle with people in power having deficit perspective because of the high statistic of minority students incarcerated from the school-to-prison pipeline. “The school-to-prison pipeline is a network of educational policies that erode social justice in schools by deploying discrimination against youth from diverse family backgrounds and positioning them for criminal careers” (Sharma 2016). This means that the concept school-to-prison pipeline is a strategic tool to prevent student of colors to pursue an education because of discrimination. The strategic tool limits the growth of minority communities since only a few color youths are able to bypass the system and embark on successful careers. But, many teachers and professional

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Annotated Bibliography Alexander, M. (2010). The new Jim Crow: Mass incarceration in the age of colorblindness. New York: The New Press. Alexander opens up on the history of the criminal justice system, disciplinary crime policy and race in the U.S. detailing the ways in which crime policy and mass incarceration have worked together to continue the reduction and defeat of black Americans.

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We live in a society where ethnic minorities are target for every minimal action and/or crimes, which is a cause to be sentenced up to 50 years in jail. African Americans and Latinos are the ethnic minorities with highest policing crimes. In chapter two of Michelle Alexander’s book, The Lockdown, we are exposed to the different “crimes” that affects African American and Latino minorities. The criminal justice system is a topic discussed in this chapter that argues the inequality that people of color as well as other Americans are exposed to not knowing their rights. Incarceration rates, unreasonable suspicions, and pre-texts used by officers are things that play a huge role in encountering the criminal justice system, which affects the way

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Resmovits utilizes surveys, including data from every U.S. school district, released by the U.S. Education Department to assert that public school students of color get an additional amount of punishment and less access to experienced, knowledgeable teachers than their white peers. Resmovits highlights the long-established inequalities that leave minority students at a disadvantage. As an example of one of the disadvantages, she mentions the “school-to-prison pipeline”, which leads troubles students into the justice system. Through data that shows disparities in students as early as preschool, Resmovits invalidates the widely believed misconception that varying discipline outcomes happen as a result of specific races acting out more than others.

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Wilmot shares her own experience of being arrested and expelled from school, and charged with felonies for a science experiment gone wrong, illustrating how zero-tolerance policies and punitive measures can have devastating consequences for students. Although no one was hurt, Wilmot was charged with two felonies and faced expulsion from school. What was particularly concerning about Wilmot's case is that neither her teacher, school, nor district supported her during this ordeal. This lack of support and understanding from those who were supposed to protect her and help her learn from her mistakes is a clear example of how schools can contribute to the school-to-prison pipeline. She argues that schools should prioritize education over punishment, provide more opportunities for restorative justice, and foster positive relationships between students and

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