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School to Prison Pipeline: How the Legal System and Lack of Education Impact Identity Development
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Transcript
Education and Identity Development
School to Prison Pipeline: How the Legal System and Lack of Education Impact Identity Development
Inequality in Education and Bias Systems
cited
Briana Parra-Magana
Danna Gutierrez
Odette Dominique Limani
Selvin Almendarez
AFRS 300
Dr. Hackett
Not All Schools are Created Equal
Structure
- Schools in areas with higher poverty rates are built different
- Lack color and creativity
- High fences and barbed wire
- Made to mimic the structure of prisons
- Allow for no expression of students attending
- Schools in areas with lower poverty rates are built to support students
- Embrace colorful walls and creativity
- No high fences with barbed wire, some even have no gates at all
- Allow for the expression and exploration of students attending
3 reasons
- Socioeconomic
- Bias/privileges towards a group of students
- Identity Development
Quotes
- "the media provide instruction and examples of how race should be performed, while consumers choose to ignore or assimilate this information into their own ideas on race,"(Jas M. Sullivan1 & Gheni N. Platenburg 218).
- "Black parents, in contrast, are disproportionately burdened with low-paying jobs and their accompanying difficulties such as lack of paid leave time and constricted housing options,"(Carla R, Monroe 47).
- "teachers may be apt to interact with light complexioned Black mothers more favorably,such as by taking their concerns more seriously and operating from essentially positive assumptions such as the belief that they value education, share the teacher’s values or goals, and are appropriate role models,"(Carla R, Monroe 50).
Stereotypes may include practitioner beliefs that light-complexioned children are more intelligent, capable, and likeable than their peers.
"I remember my young cousins growing up who were lighter skinned and had the good hair, ... they were just expected to be smart, to say smart things, to kind of carry on the family name. ... I was never expected to be smart"
https://www.npr.org/transcripts/114327591
Education and identity development
- Schools in lower income areas receive less funding
- Majority of a school's money goes to sports programs
- No focus on "problem" children
- Not all students have the same amount--if any--support at all.
Faculty
- Students represent inmates in lower income areas
- Teachers are similar to wardens, and really only "police" the classroom
- Teachers tend to focus on "non-problem"children
- Security guards with full belts
Capped creativity
- Students don't get to express themselves fully
- Art and music programs first to get cut
- Art supplies and books are looked over in favor of sports programs
- Students aren't encouraged to learn instruments or paint
Organized crime
- Less expression in school equals more expression in organized crime
- Sense of self found in support system of gangs
- Gangs and hustling is an easy way to make money and feel good
- Areas are heavily policed
In Class Issues
Class Issues
&
Consequences
- Decline or disappearance of African american educators.
- There are disparities between African American students and other students from different ethnic groups.
What we need:
- Stronger bond between African American teachers and their students which leads to better understanding and better educational achievement.
Keep in mind: This is a concern as 16% of students are African American.
Consequences
Consequences
- Students are not able to connect due to having different experiences (personal, family, work, and school)
- When having personal troubles students don't feel comfortable enough to talk to their teachers because they are scared of feeling judged.
- If students don't have a support system at home and at school this can lead to depression and anxiety.
Depression: Mental health disorder which is characterized by persistent depressed mood and lost of interest in activities.
Anxiety: Mental health disorder which is characterized by Intense and persistent worry and fear about everyday situations.
Cont'D
- Students are not able to excel in academics due to different mixed emotions.
- There are privileges given to students of different race, which causes hopelessness.
- Students will drop out and most of the time not come back.
Cont'd
Statistic: "Research has shown evidence of systematic bias in teacher expectations for African American students and non-black teachers were found to have lower expectations of black students than black teachers."
What can be Done?
What can be done?
Currently there is a recruit for African American teachers. African American Students who are in college are being approached and given information about this issue.
- There are programs specifically for the preparation of African American teachers.
- Within recruitment they make sure to have extensive training were future teachers would reflect and go over personal ideologies. This is crucial as many would have to accommodate to different settings.
Within school/prison systems and parental incarceration
school to prison pipeline impact
School to prison pipeline
Identity Development within the School to Prison Pipeline:
- “School to prison pipeline”, can be used to symbolize how contemporary school systems essentially lead students into the legal system, and not as lawyers or judges
- Identity Development in minority children, specifically Black & the effects of having schools with constant policing in hallways
- Enforcing such policies in these schools familiarizes Black students with a prison system
Cont’d:
- Report on the effects of mass incarceration found that about two thirds of Black males were more likely to have spent time in prison than having attended college
- Most end up in the system because they are only familiar with that setting
Identity Development with Imprisoned Parental Figures and its impact on education
- Having imprisoned parental figures affects the child’s education
- Less focus on the student’s education and priority (become the man of the house/caretaker for younger siblings)
- Nearly 1 in 4 black children can expect to have a parent in prison
- Young children aspire and are influenced by their parental figures
- Father in prison → student most likely to also end up prison
works
Works Cited
- “Bullies in Blue: The Problem with School Policing [Infographic].” American Civil Liberties Union, www.aclu.org/issues/juvenile-justice/school-prison-pipeline/bullies-blue-problem-school-policing-infographic.
- Hagan, J., & Foster, H. (2012). Intergenerational Educational Effects of Mass Imprisonment in
- America. Sociology of Education, 85(3), 259–286.
- Hoffman, S. (2014). Zero Benefit: Estimating the Effect of Zero Tolerance Discipline Policies on
- Racial Disparities in School Discipline. Educational Policy, 28(1), 69–95.
- https://doi.org/10.1177/0895904812453999
- Hurwitz, J., Peffley, M., & Mondak, J. (2015). Linked Fate and Out group Perceptions: Blacks, Latinos, and the U.S. Criminal Justice System. Political Research Quarterly, 68(3), 505-520.
- Monroe, C. (2016). Race and Color: Revisiting Perspectives in Black Education. Theory Into Practice, 55(1), 46-53.
- Pettit, B., & Gutierrez, C. (2018). Mass Incarceration and Racial Inequality. American Journal of Economics & Sociology, 77(3/4), 1153–1182. https://doi-org.libproxy.csun.edu/10.1111/ajes.12241
- Sullivan, J., & Platenburg, G. (2017). From Black-ish to Blackness: An Analysis of Black Information Sources’ Influence on Black Identity Development. Journal of Black Studies, 48(3), 215-234.
- Thomas, J. (2013) “The Mass Incarceration Of Minority Males: A Critical Look At Its Historical Roots And How Education Policies Encourage Its Existence.”
- Sealey-Ruiz, Y., & Lewis, C. W. (2011). Guest Editorial: Transforming the Field of Education to Serve the Needs of the Black Community: Implications for Critical Stakeholders. The Journal of Negro Education, 80, 187–190.
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