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School To Prison Case Study

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The school-to-prison pipeline also tends to affect students differently based on a range of characteristics, “Poor, minority children and those with disabilities are overrepresented in this population of students; misunderstood and rejected by their schools as too difficult to teach, they are sent to “alternative” placements for their behavior” (Cole and Cohen 2013). These are traits which the school should not view as negatively, resulting in using the zero-tolerance policy to get rid of the problem. Instead the school should help the individuals even more by offering services so they have the best chance to succeed. There are racial disparities within the criminal justice system, which fuel the stereotypical notions that the minorities are …show more content…

One reason that some individuals to display behavior issue in school is because their exposure to adverse childhood experiences (ACEs) such as: emotional, physical, and sexual abuse, emotional and physical neglect, violence towards mother, household substance abuse, household mental illness, parental separation or divorce, and a household member who is incarcerated (Baglivio and Epps, 2014). The negative experience tends to influence the juveniles behavior. My interview shed some light on this aspect as he explained many of the juveniles had a troubling home life and they weren’t able to receive services or learned proper coping mechanisms which influenced their delinquency (March 27, 2015). Therefore, instead of receiving help the students are pushed towards delinquency and the juvenile justice system. Baglivio and Epps explain some students’ issues might result from ACE factors; “the suspension and expelling of student may deprive the youth of the safest environment they can access” (2014). Therefore, since they are deprive from the safe environment of school they may receive increase exposure to ACE factors, which cultivate and increase chances of higher delinquency. So, the school system needs to change its policies from the one size fits all methods and essentially work on targeting the reasons children misbehave in school, while holding them accountable for their

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“Turning off the School-to-Prison Pipeline” is written by Harry Wilson. It is an article about how so many students are ending up in the prison system. Wilson introduces the concept of school-to-prison pipeline, demonstrates how exclusionary discipline, a product of zero tolerance policies, have fueled the school-to-prison pipeline, and offers ways to cut off the school-to-prison pipeline. The school-to-prison pipeline can be defined as the causal link between educational exclusion and the criminalization of youth (Wilson 49).

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1316 Words | 6 Pages

In the journal article, “School Strictness and Disproportionate Minority Contact: Investigating Racial and Ethnic Disparities With the ‘‘School-to-Prison Pipeline” talks about how in schools with higher minority ratings have more prison like features such as, security or police officers within the schools, surveillance cameras and strict disciplines that must be obtained. Policing black lives and this article both share the same ideas on the topic of how minorities are treated in the educational system. The article explains

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1318 Words | 6 Pages

Like government officials, professional individuals have noted the predominant causes of the “school-to-prison” pipeline and have performed studies to find ways to eradicate the mass incarceration of students. Numerous studies have determined that a racial disparity in high school consequences exists between African Americans and Caucasians. A study by the Joint Task Force on Reversing the School-to-Prison Pipeline, created under the American Bar Association, revealed that “the causes of the school-to-prison pipeline are many, complex, and interrelated… throughout these causes runs evidence of implicitly biased discretionary decisions, which, unintentionally, bring about these results” (Nagel 4). The pipeline, according to lawyers, is caused by the racial bias of executive decisions. This refers to teachers who punish African American students more harshly than Caucasian students.

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728 Words | 3 Pages

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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1031 Words | 5 Pages

The School-to-Prison Pipeline: A Primer for Social Workers, a study by Susan McCarter (2017), was written to give a summary of the School-to-prison pipeline in an attempt to break down the factors surrounding children being funneled into this path by their respective school systems around the country. The author explains the correlation between the School-to-prison pipeline and its disparate outcomes for students of color, students with disabilities, and students who identify as lesbian, gay, bisexual, transgender, queer, and questioning (p. 54-55). McCarter presents implications for social workers and multiple specific strategies to reduce the detrimental effects of the School-to-prison pipeline. Susan McCarter, PhD, MSW, is an associate professor

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720 Words | 3 Pages

The school to prison pipeline is an organized nationwide system consisting of local, state and federal education. It is also formed to drive students out of school and into the criminal and juvenile systems, which may result in students dropping out of school early. The school to prison pipeline mainly targets students who are of color and those who struggle with some form of disability. This system is disturbing because, there is nothing being accomplished by removing students from education, which will eventually cause them to struggle before adulthood and even after they reach this point of life. The school to prison pipeline is detrimental because, students may drop out of school, be subject to relying on government assistance to survive, and disregard the decision to further their education because of past experiences.

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1215 Words | 5 Pages

The literature review clearly has shown that there is a phenomenon called School to Prison, Schoolhouse to Jailhouse, or Public Education to Prison Pipeline. Therefore, Jeremy Thompson (2016) says, “Zero-tolerance policies in schools result in high suspension rates and expulsion rates among students in general, but disproportionately affect minority students, especially African-Americans because students who have been suspended or expelled are more likely than not to end up in the Criminal Justice

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574 Words | 3 Pages

The school to prison pipeline is a term used to describe the increased presence of law enforcement in schools, the use of law enforcement or judicial system to deal with minor student misconduct, and the policy of Zero Tolerance policy criminalizing minor school rule infraction in schools in low socioeconomic areas (Cole,2017). After watching several videos like Unraveling Zero Tolerance, The school-to-prison pipeline, explained, and School to Prison Pipeline, reading online news article like The school to prison pipeline, explained, Fact Sheet: How Bad Is the School-to-Prison Pipeline?, and movies like Lean On Me, Moonlight, Freedom Writers, Stand and Deliver, Dangerous Minds and 187, I recognize that the school to prison pipeline is a major issue. The topic is relayed in four ways in writing, charts, graphs and verbally. In all the aforementioned movies, troubled schools and minorities are a familiar subject.

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589 Words | 3 Pages

This myth led to the School-to-Prison Pipeline which was the increased presence of police officers and severe punishments in schools. Teenagers, specifically black and Latino teenagers, faced harsh consequences because schools enforced zero-tolerance policies and gave excessive suspensions for any type of misbehavior. Schools tried to prevent teenage crime by implementing zero-tolerance policies within the schools. They also increased the number of police officers in schools to enforce good behavior. Schools also gave out hundreds of unnecessary suspensions a year

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1026 Words | 5 Pages

Have you ever had all of the odds stacked against you? Has there there been a moment that felt seemingly impossible? This is how former inmates feel after getting out of. Maybe if they had a highschool diploma a positive future would not seem so far out of their grasp. Only a few mistakes destined them towards a lifetime of crime and turmoil and the school to prison pipeline was a main contributor.

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745 Words | 3 Pages

Since incarceration leads to political and civil disenfranchisement in the United States, the mass incarceration of black and brown men and the consequent loss of rights to participate in the civil society and its processes are especially concerning. The authors argue that the interplay of racial residential segregation, low-quality schooling, and exposure and vulnerabilities to crime and violence so prevalent in these segregated neighborhoods have established a “public school to prison”

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276 Words | 2 Pages

Youth of color specifically are at an increased risk of being suspended at an extended time out of schools. Consequently, they are casted into the streets, which ultimately sends them into juvenile detentions or into prison. The problem of racial and ethnic disproportionality in the discipline of schools is not new issue. In 1974, in one of the earliest investigations of disciplinary policies and practices, “the Children’s Defense Fund revealed that suspension rates for African American students were between two and three times higher than those for white students”( Thomas Rudd February 05, 2015) Ongoing research are still showing that in many places, this problem have worsened significantly.

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544 Words | 3 Pages

“There are no mistakes in life, only life lessons.” These words by Robin Sharma, a Christian writer, reveal the fact that lessons in life have been around for generations. In The Odyssey, written by Homer, Odysseus journeys for 20 years finding his way back home and overcoming many challenges. I showed these traits when it came to cross country. Odysseus and I both showed self-restraint and determination.

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1524 Words | 7 Pages

Many schools implement harsh disciplinary and punitive practices that do not address the underlying causes of many students’ disruptive behaviors and fail to promote resilience (Honsinger & Brown, 2019; Wuest and Subramaniam, 2022). For example, zero-tolerance policies and strict rules that result in severe consequences for minor infractions. These harsh and punitive practices may lead students to lose motivation to engage in their education and may experience feeling disconnected from their teachers and school community (Lustick, 2017). By solely focusing on harsh consequences and punishment, these practices fail to consider and address the underlying factors that may be contributing to these disruptive behaviors, things like trauma or having unmet needs. As a result, the opportunity to provide appropriate support and interventions that could effectively address these factors is overlooked.

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248 Words | 1 Pages

In 1960, black men were five times as likely as white men to being local, state or federal prison. Fifty years later, black men are six times as likely as white men to be in local state or federal prison. Fifty years later, black men are six times as likely as white men to be incarcerated and hispanic men three times as likely. The schools of black children have been steadily resegregating and have weaker graduation rates, less qualified teachers and weaker educational offerings.

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