School To Prison Pipeline Case Study

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

This scenario reveals that the teacher and the police officer had a deficit view of the student because of the fear that she may be a violent or aggressive person who can harm them. Therefore, the officer resulted to harsh disciplinary actions to prevent the girl from resisting. Another example of deficit perspective occurred in Texas, “a 12-year-old student of Somalian descent was taken into police custody on charges of bringing a bomb to school, which turned out to be a homemade clock” (Sharman 2016). The administration office also agreed that the teacher made the right decision to call law enforcement (Sharman 2916). In this situation, the teacher discriminated against the Somali student and thought that the student was a threat to everyone. Because of fearful emotions, the teacher, faculties, and law enforcement were quick to judge and discriminated against the student by claiming he was a terrorist with a bomb. The school-to-prison pipeline developed fear and oppressive emotions into people of power, which increase the chances of minority youths being isolated from achieving an

In addition, Graham highlights the unfair and unjust educational system through disciplinary power that marginalized problematic students (2014). He did his research with inmates who were incarcerated at a young due to the school-to-prison pipeline structure. Many of the inmates explained that they were beaten by their instructors or fought with other students, which lead to those in power to punish the individuals through more violence (Graham 2014). For instance, “physical violence administered by teaching staff in the form of corporal punishment was a persistent feature” at school for many of the inmates (Graham 2014). This reveals that the inmates were physically beaten after breaking a school rule instead of receiving a suspension or typical disciplinary action. Because many of these inmates experienced violence at a young age, “a chronology of violence could generally be traced from corporal punishment by adults, to bullying and fighting amongst children to some acts of aggression or violence” (Graham 2014). This reveals that constant violence in one’s life becomes a lifestyle that the victim embraces and he or she grows up believing that violence is acceptable. Therefore, as the youths wander outside of schools, violence is the only thing they know how to do, which lead the youths to commit assault crimes and become