Related Papers
Breaking the Cycle of Incarceration: A Young Black Male's Journey from Probation to Self-Advocacy
2017 •
Dre Abeita
The prison-industrial complex penetrates the public sphere through enhanced and militarized police presence in poor neighborhoods, thereby playing a key role in mass incarceration, and intersects with public schools via zero-tolerance policies that push students out. The purpose of this article is to examine how the Juvenile Justice System (JJS) impacts the educational experiences of Black males. Specifically, we present a case study of Malcolm, a multiracial (Black, Latino, and Native American) male who had been part of the JJS for the last five years. We articulate Malcolm’s schooling and JJS experiences to discuss how the prison industrial complex and school-to-prison pipeline intersect to push marginalized youth of color out of schools. We conclude by listing a set of recommendations in which Malcolm provides key strategies to reform the JJS and school-to-prison pipeline.
Rerouting the School to Prison Pipeline: A Phenomenological Study of the Educational Experiences of African American Males Who Have Been Expelled from Public Schools
2016 •
Jennifer Grace
“Just as Bad as Prisons”: The Challenge of Dismantling the School-to-Prison Pipeline Through Teacher and Community Education
Quaylan Allen, Kimberly White-Smith
Drawing upon the authors’ experiences working in schools as teachers, teacher educators, researchers, and community members, this study utilizes a Critical Race Theory of education in examining the school-to-prison pipeline for black male students. In doing so, the authors highlight the particular role educators play in the school-to-prison pipeline, focusing particularly on how dispositions toward black males influence educator practices. Recommendations and future directions are provided on how education preparation programs can play a critical role in the transformation of black male schooling.
Villanova law review
Martin Luther King, Jr. Lecture - "It's Set Up For Failure… and They Know This!": How the School-to-Prison Pipeline Impacts the Educational Experiences of Street Identified Black Youth and Young Adults
2017 •
Yasser Payne
IJASS JOURNAL
A Case Study of the Prevalence of the School-to-Prison Pipeline within Suffolk County Jails: an Exploration of Male Inmates Aged 18-25 Years
2023 •
IJASS JOURNAL
The escalation of school violence within the United States during the 1980s and 1990s inadvertently prompted the school-to-prison pipeline (STPP) emergence. Heightened efforts were implemented to abate this surge in school violence and keep American youth safe in the academic environment. With the imposition of zero-tolerance policies and the enactment of the Gun Free Schools Act 1994 (Pub L No. 103-882), American students, disproportionately those of color, are subject to stringent disciplinary actions regardless of behavioral circumstances or mitigating factors (Kang-Brown et al., 2013). These harsh punitive measures fuel the pipeline resulting in the growth of uneducated, stigmatized "delinquent" youth populating our juvenile and criminal justice systems. The following case study exemplified the interrelationship between the STPP and exclusionary punishments. Through the distribution, collection, and evaluation of survey data completed by 55 incarcerated male inmates, housed within one of two New York jails, the subsequent study validates the prevalence of the STPP. The findings suggest a correlation between the participants' current incarceration and a history of suspensions and expulsions during their educational years. In conjunction with existing literature, this study identified an overrepresentation of Black and brown participants affected by exclusionary punishments. Black and brown participants were disproportionately funneled through the pipeline accelerating juvenile and criminal justice contact.
Taboo: The Journal of Culture and Education
Seen But Not Heard: Personal Narratives of Systemic Failure Within the School-to-Prison Pipeline
2018 •
Anthony Ferguson
Urban Review (online first)
Clues to Reversing the School-to-Prison Pipeline: Portrait of a Scholar
2019 •
Lynne Hamer
The purpose of this article is to make an overlooked source of knowledge accessible to school teachers and administrators in order to challenge the prevalent discourse of cultural deprivation in urban schools and thus provide a more equitable education for all. Little is known about rich knowledge and self-education practices within prisons which could contribute to culturally relevant pedagogy as well as decrease the stigma of prison contact. Using portraiture methodology, we present a portrait of EL'YAH'el, a formerly-incarcerated African American man who participated in self-education in prison as both a student and a teacher. Framing our work with reality pedagogy, we contend that understanding the traditions of self-education in prison can provide clues for teacher education programs committed to acknowledging and building upon their students' realities. We suggest the flow of knowledge from prisons to schools as the prison-to-school pipeline and conclude with recommendations for pedagogy and policy.
Equity & Excellence in Education
"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
2019 •
Yolanda (Yoli) Anyon, Malina Pauline
This study adds to the extant research on the school-to-prison pipeline by investigating how school-based service providers and administrators conceptualize the causal mechanisms constraining and enabling the school-to-prison pipeline in a large urban district. Thirty-three schools were selected for the study based on their suspension rates. Support staff and district partners (n=36) participated in focus groups guided by semi-structured protocols. Most participants emphasized structural and systemic causes of the school-to-prison pipeline, such as institutional racism and poverty. To minimize the school-to-prison pipeline, participants highlighted the importance of relationship building and non-punitive practices in response to misbehavior, although solutions offered limited evidence of promising interventions. Given strong research indicating that racial disparities cannot be explained by differential behavior, scholarship in this area emphasizes the need to increase school-level practices that promote positive school climate. The persistence of exclusionary and punitive attitudes among a subset of the sample suggests a need for differentiated professional development to address competing frameworks for understanding the root causes of, and solutions to, the school-to-prison pipeline.
The SCHOOL-TO- PRISON PIPELINE: EXPANDING OUR DISCUSSION TO INCLUDE BLACK GIRLS
Monique Morris
Intersections: Critical Issues in Education
The Disestablishment of African American Male Compliant Ambiguity: A Prison Pipeline Essay
2017 •
Aaron J Griffen, Ph.D.
There is an apex to each day, a climax, where a decision is made, and a falling action is the result of that decision. Recommendations to combat the never-ending struggle of my invisibility are derived from culturally relevant and culturally responsive frameworks, resiliency frameworks, and ethical caring frameworks. Without systemic reform in local educational settings that includes local teachers, administrators, parents, and students providing new conceptual frameworks for learner and teacher efficacy, the African American male learner will persistently encounter crucial conflicts throughout the School to Prison pipeline while entering a space that has been rendered invisible due to the focus on policy that perpetuates the pipeline. This essay shows that every day when African American boys enter the pipeline, we are faced with two distinct conflicts—
