Mark R. Warren
- Published in print:
- 2021
- Published Online:
- November 2021
- ISBN:
- 9780197611500
- eISBN:
- 9780197611548
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780197611500.003.0001
- Subject:
- Sociology, Social Movements and Social Change, Race and Ethnicity
The Introduction opens with the stories of a Black parent and a Black student who were victims of the school-to-prison pipeline and their journeys to racial justice organizing. These experiences and ...
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The Introduction opens with the stories of a Black parent and a Black student who were victims of the school-to-prison pipeline and their journeys to racial justice organizing. These experiences and these stories ground the emergence of the movement to dismantle the school-to-prison pipeline. The Introduction then recounts the author’s own journey to awareness of the school-to-prison pipeline and describes the development of the community engaged research project upon which the book is based. It recounts the author’s traumatic experiences in the field witnessing the abusive treatment of students and parents of color, and it discusses the challenges faced addressing the author’s privileges and positionality as a white, male professor partnering with and studying organizers and leaders of color based in low-income communities. It ends with an overview of the book and its chapters.Less
The Introduction opens with the stories of a Black parent and a Black student who were victims of the school-to-prison pipeline and their journeys to racial justice organizing. These experiences and these stories ground the emergence of the movement to dismantle the school-to-prison pipeline. The Introduction then recounts the author’s own journey to awareness of the school-to-prison pipeline and describes the development of the community engaged research project upon which the book is based. It recounts the author’s traumatic experiences in the field witnessing the abusive treatment of students and parents of color, and it discusses the challenges faced addressing the author’s privileges and positionality as a white, male professor partnering with and studying organizers and leaders of color based in low-income communities. It ends with an overview of the book and its chapters.
Mark R. Warren
- Published in print:
- 2021
- Published Online:
- November 2021
- ISBN:
- 9780197611500
- eISBN:
- 9780197611548
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780197611500.003.0010
- Subject:
- Sociology, Social Movements and Social Change, Race and Ethnicity
The concluding chapter documents the impact of the school-to-prison pipeline movement on reducing suspensions and challenging policing practices in schools. It then highlights the features that help ...
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The concluding chapter documents the impact of the school-to-prison pipeline movement on reducing suspensions and challenging policing practices in schools. It then highlights the features that help explain the growth and success of the movement and its emerging intersectional nature—like centering the participation of people most impacted by injustice. It draws lessons from this study for reconceptualizing social justice movements as ones that “nationalize local struggles.” It considers the enduring challenges facing the movement to dismantle the school-to-prison pipeline, including the persistence of racial disparities in exclusionary discipline, tensions between local and national organizing, and the difficulties of implementing restorative alternatives that serve to transform deep-seated racialized processes. It ends with a discussion of the challenges and opportunities to building racial and educational justice movements powerful enough to fully transform entrenched systems of racial inequity and educational injustice, particularly in an era that has witnessed the rise of white nationalism.Less
The concluding chapter documents the impact of the school-to-prison pipeline movement on reducing suspensions and challenging policing practices in schools. It then highlights the features that help explain the growth and success of the movement and its emerging intersectional nature—like centering the participation of people most impacted by injustice. It draws lessons from this study for reconceptualizing social justice movements as ones that “nationalize local struggles.” It considers the enduring challenges facing the movement to dismantle the school-to-prison pipeline, including the persistence of racial disparities in exclusionary discipline, tensions between local and national organizing, and the difficulties of implementing restorative alternatives that serve to transform deep-seated racialized processes. It ends with a discussion of the challenges and opportunities to building racial and educational justice movements powerful enough to fully transform entrenched systems of racial inequity and educational injustice, particularly in an era that has witnessed the rise of white nationalism.
Mark R. Warren
- Published in print:
- 2021
- Published Online:
- November 2021
- ISBN:
- 9780197611500
- eISBN:
- 9780197611548
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780197611500.003.0002
- Subject:
- Sociology, Social Movements and Social Change, Race and Ethnicity
Chapter 1 offers an analysis of the school-to-prison pipeline as the modern incarnation of a system of white supremacy based upon the mass criminalization of Black and Brown communities. It documents ...
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Chapter 1 offers an analysis of the school-to-prison pipeline as the modern incarnation of a system of white supremacy based upon the mass criminalization of Black and Brown communities. It documents the rise of the school-to-prison pipeline in zero-tolerance school discipline policies and the increasing presence of police and security measures in schools. The school-to-prison pipeline is more than a set of well-intentioned but misguided school discipline policies that require reform. Rather, it represents an interlocking system of racial domination and control that keeps communities of color poor and lacking in power. It signifies the current version of the historic effort to maintain white supremacy by denying education to African Americans and criminalizing generations of young people of color and their families. This larger analytical framework of systemic racism is important because it establishes the need for a racial and educational justice movement to dismantle it.Less
Chapter 1 offers an analysis of the school-to-prison pipeline as the modern incarnation of a system of white supremacy based upon the mass criminalization of Black and Brown communities. It documents the rise of the school-to-prison pipeline in zero-tolerance school discipline policies and the increasing presence of police and security measures in schools. The school-to-prison pipeline is more than a set of well-intentioned but misguided school discipline policies that require reform. Rather, it represents an interlocking system of racial domination and control that keeps communities of color poor and lacking in power. It signifies the current version of the historic effort to maintain white supremacy by denying education to African Americans and criminalizing generations of young people of color and their families. This larger analytical framework of systemic racism is important because it establishes the need for a racial and educational justice movement to dismantle it.
Kaitlin Banner
- Published in print:
- 2015
- Published Online:
- March 2016
- ISBN:
- 9781479898800
- eISBN:
- 9781479800308
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479898800.003.0018
- Subject:
- Law, Family Law
This chapter examines the school-to-prison pipeline, arguing for juvenile justice system that do not receive youth from schools. Much like the foster youth and kids with mental health issues, kids ...
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This chapter examines the school-to-prison pipeline, arguing for juvenile justice system that do not receive youth from schools. Much like the foster youth and kids with mental health issues, kids who misbehave in school need interventions to solve their problems, not suspension, expulsion, or referral to the juvenile justice system. This means that when kids misbehave, schools should not refer them to the juvenile system, and that school discipline must function differently. Moreover, reform requires not only in-school change but also that systems of support for youth be strongly funded and well-functioning so that misbehavior tied to underlying issues can be addressed.Less
This chapter examines the school-to-prison pipeline, arguing for juvenile justice system that do not receive youth from schools. Much like the foster youth and kids with mental health issues, kids who misbehave in school need interventions to solve their problems, not suspension, expulsion, or referral to the juvenile justice system. This means that when kids misbehave, schools should not refer them to the juvenile system, and that school discipline must function differently. Moreover, reform requires not only in-school change but also that systems of support for youth be strongly funded and well-functioning so that misbehavior tied to underlying issues can be addressed.
Mark R. Warren
- Published in print:
- 2021
- Published Online:
- November 2021
- ISBN:
- 9780197611500
- eISBN:
- 9780197611548
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780197611500.003.0008
- Subject:
- Sociology, Social Movements and Social Change, Race and Ethnicity
Chapter 7 discusses the spread of the movement across the country. It shows how small, under-resourced groups like Racial Justice NOW! in Dayton, Ohio, won significant victories by combining strong ...
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Chapter 7 discusses the spread of the movement across the country. It shows how small, under-resourced groups like Racial Justice NOW! in Dayton, Ohio, won significant victories by combining strong parent organizing with critical support from the national Dignity in Schools Campaign. It charts the efforts of Families and Friends of Louisiana’s Incarcerated Children to combat the school-to-prison pipeline in a privatized district dominated by charter schools. It examines the work of the Gwinnett Parent Coalition to Dismantle the School-to-Prison Pipeline outside of Atlanta. It shows how students of color face sharply inequitable discipline despite attending higher performing schools and the challenges of confronting the school-to-prison pipeline in white-dominated districts used to serving majority white populations. The chapter ends in the suburbs surrounding Richmond, Virginia, where local organizers confront a system that has systematically denied educational opportunities to students of color with special needs.Less
Chapter 7 discusses the spread of the movement across the country. It shows how small, under-resourced groups like Racial Justice NOW! in Dayton, Ohio, won significant victories by combining strong parent organizing with critical support from the national Dignity in Schools Campaign. It charts the efforts of Families and Friends of Louisiana’s Incarcerated Children to combat the school-to-prison pipeline in a privatized district dominated by charter schools. It examines the work of the Gwinnett Parent Coalition to Dismantle the School-to-Prison Pipeline outside of Atlanta. It shows how students of color face sharply inequitable discipline despite attending higher performing schools and the challenges of confronting the school-to-prison pipeline in white-dominated districts used to serving majority white populations. The chapter ends in the suburbs surrounding Richmond, Virginia, where local organizers confront a system that has systematically denied educational opportunities to students of color with special needs.
Mark R. Warren
- Published in print:
- 2021
- Published Online:
- November 2021
- ISBN:
- 9780197611500
- eISBN:
- 9780197611548
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780197611500.003.0009
- Subject:
- Sociology, Social Movements and Social Change, Race and Ethnicity
Chapter 8 examines the expansion of the movement to new issues and newly forceful constituents. It charts the rise of the police-free schools movement and discusses the influence of the Movement for ...
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Chapter 8 examines the expansion of the movement to new issues and newly forceful constituents. It charts the rise of the police-free schools movement and discusses the influence of the Movement for Black Lives. It documents the assertion of voice and leadership by Black girls; girls of color; and gender nonconforming students in the movement, highlighting the intersectional ways that they experience the school-to-prison pipeline. Finally, it examines the role of teachers as allies to the movement and highlights efforts to implement restorative justice as an alternative to zero tolerance. It emphasizes the need to connect restorative justice to school-site organizing that connects teachers with students and parents in ways that transform relationships and create liberatory education.Less
Chapter 8 examines the expansion of the movement to new issues and newly forceful constituents. It charts the rise of the police-free schools movement and discusses the influence of the Movement for Black Lives. It documents the assertion of voice and leadership by Black girls; girls of color; and gender nonconforming students in the movement, highlighting the intersectional ways that they experience the school-to-prison pipeline. Finally, it examines the role of teachers as allies to the movement and highlights efforts to implement restorative justice as an alternative to zero tolerance. It emphasizes the need to connect restorative justice to school-site organizing that connects teachers with students and parents in ways that transform relationships and create liberatory education.
Mark R. Warren
- Published in print:
- 2021
- Published Online:
- November 2021
- ISBN:
- 9780197611500
- eISBN:
- 9780197611548
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780197611500.001.0001
- Subject:
- Sociology, Social Movements and Social Change, Race and Ethnicity
Willful Defiance documents how Black and Brown parents, students and members of low-income communities of color organized to dismantle the school-to-prison pipeline in their local schools and built a ...
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Willful Defiance documents how Black and Brown parents, students and members of low-income communities of color organized to dismantle the school-to-prison pipeline in their local schools and built a movement that spread across the country. The book begins in the Mississippi Delta where African American families were some of the first to name and speak out against the school-to-prison pipeline and challenge anti-Black racism, exclusionary discipline policies that suspend and expel students of color at disproportionate rates and policing practices that lead students into the juvenile and criminal justice systems. The book examines organizing processes in Mississippi, Los Angeles, Chicago, and other localities, showing how groups led by parents and students of color built the power to win policy changes to reduce suspensions and expulsions by centering the participation of people most impacted by injustice and combining deep local organizing with resources from the national movement. It shows how an intersectional movement emerged as girls of color and gender nonconforming students asserted their voice, the movement won victories to remove or defund school police and sought to establish restorative justice alternatives to transform deep-seated racism in public schools. The book documents the struggle organizers waged to build a movement led by community groups accountable to people most impacted by injustice rather than Washington-based professional advocates. It offers a new model for federated movements that operate simultaneously at local, state, and national levels, while primarily oriented to support local organizing and reconceptualizes national movements as interconnected local struggles whose victories are lifted up and “nationalized” to transform racially inequitable policies at multiple levels.Less
Willful Defiance documents how Black and Brown parents, students and members of low-income communities of color organized to dismantle the school-to-prison pipeline in their local schools and built a movement that spread across the country. The book begins in the Mississippi Delta where African American families were some of the first to name and speak out against the school-to-prison pipeline and challenge anti-Black racism, exclusionary discipline policies that suspend and expel students of color at disproportionate rates and policing practices that lead students into the juvenile and criminal justice systems. The book examines organizing processes in Mississippi, Los Angeles, Chicago, and other localities, showing how groups led by parents and students of color built the power to win policy changes to reduce suspensions and expulsions by centering the participation of people most impacted by injustice and combining deep local organizing with resources from the national movement. It shows how an intersectional movement emerged as girls of color and gender nonconforming students asserted their voice, the movement won victories to remove or defund school police and sought to establish restorative justice alternatives to transform deep-seated racism in public schools. The book documents the struggle organizers waged to build a movement led by community groups accountable to people most impacted by injustice rather than Washington-based professional advocates. It offers a new model for federated movements that operate simultaneously at local, state, and national levels, while primarily oriented to support local organizing and reconceptualizes national movements as interconnected local struggles whose victories are lifted up and “nationalized” to transform racially inequitable policies at multiple levels.
Mark R. Warren
- Published in print:
- 2021
- Published Online:
- November 2021
- ISBN:
- 9780197611500
- eISBN:
- 9780197611548
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780197611500.003.0007
- Subject:
- Sociology, Social Movements and Social Change, Race and Ethnicity
Chapter 6 examines the campaign by Voices of Youth in Chicago Education (VOYCE) to pass SB100, the strongest state law at the time designed to combat the school-to-prison pipeline. It highlights the ...
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Chapter 6 examines the campaign by Voices of Youth in Chicago Education (VOYCE) to pass SB100, the strongest state law at the time designed to combat the school-to-prison pipeline. It highlights the role of high school students in leading a struggle for their own liberation. It identifies key elements of VOYCE’s organizing strategy—elements that groups used across the country: personal storytelling to bring a human face and moral force to policy campaigns; participatory action research to demonstrate the systemic nature of racial inequities; and alliance building to provide greater resources to organizing efforts led by those most impacted. It also shows how the SB100 campaign emerged through an interaction between authentic, bottom-up concerns of VOYCE youth of color and national-level learning from the experiences of organizing groups across the country.Less
Chapter 6 examines the campaign by Voices of Youth in Chicago Education (VOYCE) to pass SB100, the strongest state law at the time designed to combat the school-to-prison pipeline. It highlights the role of high school students in leading a struggle for their own liberation. It identifies key elements of VOYCE’s organizing strategy—elements that groups used across the country: personal storytelling to bring a human face and moral force to policy campaigns; participatory action research to demonstrate the systemic nature of racial inequities; and alliance building to provide greater resources to organizing efforts led by those most impacted. It also shows how the SB100 campaign emerged through an interaction between authentic, bottom-up concerns of VOYCE youth of color and national-level learning from the experiences of organizing groups across the country.
Campbell F. Scribner and Bryan R. Warnick
- Published in print:
- 2021
- Published Online:
- January 2022
- ISBN:
- 9780226785677
- eISBN:
- 9780226785844
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226785844.003.0004
- Subject:
- Education, Philosophy and Theory of Education
This chapter argues that while the history of professionalized of teaching and administration during the twentieth century moderated punishment in some ways, it also subordinated public ...
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This chapter argues that while the history of professionalized of teaching and administration during the twentieth century moderated punishment in some ways, it also subordinated public accountability to the judgment of self-proclaimed experts. Professional educators pioneered a new language of therapy and self-regulation and replaced painful or degrading punishments with more neutral forms of physical separation, including suspensions. In the process, however, they reduced punishment to a management technique, stripped of its moral overtones. The new approaches did nothing to challenge traditional notions of classroom order, nor did they mitigate the entrenched prejudices of students, teachers, and administrators. These issues became clear as immigration and desegregation brought more students of color into contact with racist teachers and police officers. Although inequalities in suspension and corporal punishment provoked legal challenges such as Goss v. Lopez (1975) and Ingraham v. Wright (1977), courts largely deferred to local administrators, overlooking the ways in which schools were increasingly immune from democratic authority. The chapter concludes that bureaucratic procedures, under the guise of professionalism, have actually encouraged inflexibility, lack of judgment, and a breakdown between schools and the communities they serve, leading to the current injustices of the school-to-prison pipeline.Less
This chapter argues that while the history of professionalized of teaching and administration during the twentieth century moderated punishment in some ways, it also subordinated public accountability to the judgment of self-proclaimed experts. Professional educators pioneered a new language of therapy and self-regulation and replaced painful or degrading punishments with more neutral forms of physical separation, including suspensions. In the process, however, they reduced punishment to a management technique, stripped of its moral overtones. The new approaches did nothing to challenge traditional notions of classroom order, nor did they mitigate the entrenched prejudices of students, teachers, and administrators. These issues became clear as immigration and desegregation brought more students of color into contact with racist teachers and police officers. Although inequalities in suspension and corporal punishment provoked legal challenges such as Goss v. Lopez (1975) and Ingraham v. Wright (1977), courts largely deferred to local administrators, overlooking the ways in which schools were increasingly immune from democratic authority. The chapter concludes that bureaucratic procedures, under the guise of professionalism, have actually encouraged inflexibility, lack of judgment, and a breakdown between schools and the communities they serve, leading to the current injustices of the school-to-prison pipeline.
Campbell F. Scribner and Bryan R. Warnick
- Published in print:
- 2021
- Published Online:
- January 2022
- ISBN:
- 9780226785677
- eISBN:
- 9780226785844
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226785844.001.0001
- Subject:
- Education, Philosophy and Theory of Education
In Spare the Rod, historian Campbell F. Scribner and philosopher Bryan R. Warn investigate the history and philosophy of America’s punishment and discipline practices in schools. To delve into this ...
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In Spare the Rod, historian Campbell F. Scribner and philosopher Bryan R. Warn investigate the history and philosophy of America’s punishment and discipline practices in schools. To delve into this controversial subject, they first ask questions of meaning. How have concepts of discipline and punishment in schools changed over time? What purposes are they supposed to serve? And what can they tell us about our assumptions about education? They then explore the justifications. Are public school educators ever justified in punishing or disciplining students? Are discipline and punishment necessary for students’ moral education, or do they fundamentally have no place in education at all? If some form of punishment is justified in schools, what ethical guidelines should be followed? The authors argue that as schools have grown increasingly bureaucratic over the last century, formalizing disciplinary systems and shifting from physical punishments to forms of spatial or structural punishment such as in-school suspension, school discipline has not only come to resemble the operation of prisons or policing, but has grown increasingly integrated with those institutions. These changes and structures are responsible for the school-to-prison pipeline. They show that these shifts disregard the unique status of schools as spaces of moral growth and community oversight, and are incompatible with the developmental environment of education. What we need, they argue, is an approach to discipline and punishment that fits with the sort of moral community that schools could and should be.Less
In Spare the Rod, historian Campbell F. Scribner and philosopher Bryan R. Warn investigate the history and philosophy of America’s punishment and discipline practices in schools. To delve into this controversial subject, they first ask questions of meaning. How have concepts of discipline and punishment in schools changed over time? What purposes are they supposed to serve? And what can they tell us about our assumptions about education? They then explore the justifications. Are public school educators ever justified in punishing or disciplining students? Are discipline and punishment necessary for students’ moral education, or do they fundamentally have no place in education at all? If some form of punishment is justified in schools, what ethical guidelines should be followed? The authors argue that as schools have grown increasingly bureaucratic over the last century, formalizing disciplinary systems and shifting from physical punishments to forms of spatial or structural punishment such as in-school suspension, school discipline has not only come to resemble the operation of prisons or policing, but has grown increasingly integrated with those institutions. These changes and structures are responsible for the school-to-prison pipeline. They show that these shifts disregard the unique status of schools as spaces of moral growth and community oversight, and are incompatible with the developmental environment of education. What we need, they argue, is an approach to discipline and punishment that fits with the sort of moral community that schools could and should be.
Patrick Lopez-Aguado
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780520288584
- eISBN:
- 9780520963450
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520288584.003.0008
- Subject:
- Sociology, Law, Crime and Deviance
This chapter outlines the implications of the book and makes recommendations for future research and policy considerations. I argue that relying on identifying and separating gang members not only ...
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This chapter outlines the implications of the book and makes recommendations for future research and policy considerations. I argue that relying on identifying and separating gang members not only fails to prevent violence in carceral institutions but also has serious consequences for those who are processed through these facilities. Namely, this practice positions individuals into rivalries between criminalized affiliations—exposing them to confrontation and violence and ultimately ascribing them with criminal labels that keep them cycling through the justice system. This chapter also explores alternative models, discussing instances both in this research and in previous studies in which criminal justice facilities desegregated their institutions. Finally, I argue that establishing a more just and effective criminal justice system requires reducing the emphasis institutions place on identifying and controlling gang membership.Less
This chapter outlines the implications of the book and makes recommendations for future research and policy considerations. I argue that relying on identifying and separating gang members not only fails to prevent violence in carceral institutions but also has serious consequences for those who are processed through these facilities. Namely, this practice positions individuals into rivalries between criminalized affiliations—exposing them to confrontation and violence and ultimately ascribing them with criminal labels that keep them cycling through the justice system. This chapter also explores alternative models, discussing instances both in this research and in previous studies in which criminal justice facilities desegregated their institutions. Finally, I argue that establishing a more just and effective criminal justice system requires reducing the emphasis institutions place on identifying and controlling gang membership.
Kristin J. Anderson
- Published in print:
- 2021
- Published Online:
- June 2021
- ISBN:
- 9780197578438
- eISBN:
- 9780197578469
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780197578438.003.0004
- Subject:
- Psychology, Social Psychology
This chapter explores the development of entitlement in individuals. What entities surrounding the newborn, the child, and young adult facilitate the sense of deservingness that some people have ...
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This chapter explores the development of entitlement in individuals. What entities surrounding the newborn, the child, and young adult facilitate the sense of deservingness that some people have relative to others? This chapter begins with the role that parents play in producing a child with a social dominance orientation or authoritarian tendencies: two ideologies that are associated with entitlement. Parents’ ideas about race and gender are also significant in how their child will think about their place in the world. Globally, boys are the preferred gender, and this preference is due to the fact that in most cultures, men have more status and power than do women. Chapter 3 explores the gendered treatment of children by caregivers, beginning with parents’ attitudes toward their newborn daughters and sons. Adult heterosexual men tend to have a sense of domestic entitlement, meaning they feel justified doing less domestic labor than their spouse. This sense of entitlement begins with the toys and then chores parents assign to their daughters and sons. Chapter 3 next examines teachers’ role in facilitating entitlement. Teachers’ expectations and treatment of students unintentionally influences entitlement in boys relative to girls, and in White students relative to students of color. If teachers’ expectations (and biases) can have a measurable impact over the course of one school year, imagine the consequences over a student’s entire academic career. Being the normative racial category allows one to be given the benefit of the doubt when it comes to school discipline. Unlike students of color, for White kids, the school experience allows them to feel entitled to impartial or even preferential treatment by law enforcement and the criminal legal system.Less
This chapter explores the development of entitlement in individuals. What entities surrounding the newborn, the child, and young adult facilitate the sense of deservingness that some people have relative to others? This chapter begins with the role that parents play in producing a child with a social dominance orientation or authoritarian tendencies: two ideologies that are associated with entitlement. Parents’ ideas about race and gender are also significant in how their child will think about their place in the world. Globally, boys are the preferred gender, and this preference is due to the fact that in most cultures, men have more status and power than do women. Chapter 3 explores the gendered treatment of children by caregivers, beginning with parents’ attitudes toward their newborn daughters and sons. Adult heterosexual men tend to have a sense of domestic entitlement, meaning they feel justified doing less domestic labor than their spouse. This sense of entitlement begins with the toys and then chores parents assign to their daughters and sons. Chapter 3 next examines teachers’ role in facilitating entitlement. Teachers’ expectations and treatment of students unintentionally influences entitlement in boys relative to girls, and in White students relative to students of color. If teachers’ expectations (and biases) can have a measurable impact over the course of one school year, imagine the consequences over a student’s entire academic career. Being the normative racial category allows one to be given the benefit of the doubt when it comes to school discipline. Unlike students of color, for White kids, the school experience allows them to feel entitled to impartial or even preferential treatment by law enforcement and the criminal legal system.
Kathryn Schumaker
- Published in print:
- 2019
- Published Online:
- January 2020
- ISBN:
- 9781479875139
- eISBN:
- 9781479821365
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479875139.003.0007
- Subject:
- History, Social History
The epilogue explains how the development of students’ rights between the 1960s and the 1980s shaped understandings of children’s rights more broadly. The epilogue discusses the Convention on the ...
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The epilogue explains how the development of students’ rights between the 1960s and the 1980s shaped understandings of children’s rights more broadly. The epilogue discusses the Convention on the Rights of the Child, a United Nations treaty that the United States has refused to ratify, and argues that the Convention conflicts with understandings of children’s rights as expressed by American constitutional law. The epilogue then shows how a current students’ rights case from Detroit, Gary B. v. Snyder, which claims a right to literacy, shows how difficult it has become for students to make claims in relation to racial disparities. The epilogue then discusses what scholars call the “school-to-prison pipeline,” which supports the theory that the development of students’ rights has reinforced rather than challenged existing racial disparities. Finally, the epilogue briefly discusses the ideas about rights and schooling embodied by a new student movement against gun violence.Less
The epilogue explains how the development of students’ rights between the 1960s and the 1980s shaped understandings of children’s rights more broadly. The epilogue discusses the Convention on the Rights of the Child, a United Nations treaty that the United States has refused to ratify, and argues that the Convention conflicts with understandings of children’s rights as expressed by American constitutional law. The epilogue then shows how a current students’ rights case from Detroit, Gary B. v. Snyder, which claims a right to literacy, shows how difficult it has become for students to make claims in relation to racial disparities. The epilogue then discusses what scholars call the “school-to-prison pipeline,” which supports the theory that the development of students’ rights has reinforced rather than challenged existing racial disparities. Finally, the epilogue briefly discusses the ideas about rights and schooling embodied by a new student movement against gun violence.
Ulla D. Berg
- Published in print:
- 2021
- Published Online:
- January 2022
- ISBN:
- 9781479805198
- eISBN:
- 9781479805235
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479805198.003.0030
- Subject:
- Anthropology, Social and Cultural Anthropology
As a transnational system, the school-to-prison-to-deportation pipeline enables US disciplining institutions and regimes to operate across borders and extended time-spaces. This chapter examines the ...
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As a transnational system, the school-to-prison-to-deportation pipeline enables US disciplining institutions and regimes to operate across borders and extended time-spaces. This chapter examines the central place of such institutions and their afterlife in the production of transnational structures of (im)mobility affecting the lives of deportees and their families and communities. Based on ethnographic fieldwork with Peruvians who were deported to Lima and Callao from the United States between 2009 and 2017, and operating at the intersection of Latinx and Latin American Studies, the chapter reveals how the post-deportation lives of ex-US residents continue to be deeply entangled with and imperiled by the very institutional structures and disciplinary regimes that produced their precarity and led to their banishment from the United States.Less
As a transnational system, the school-to-prison-to-deportation pipeline enables US disciplining institutions and regimes to operate across borders and extended time-spaces. This chapter examines the central place of such institutions and their afterlife in the production of transnational structures of (im)mobility affecting the lives of deportees and their families and communities. Based on ethnographic fieldwork with Peruvians who were deported to Lima and Callao from the United States between 2009 and 2017, and operating at the intersection of Latinx and Latin American Studies, the chapter reveals how the post-deportation lives of ex-US residents continue to be deeply entangled with and imperiled by the very institutional structures and disciplinary regimes that produced their precarity and led to their banishment from the United States.
Jerry Flores
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9780520284876
- eISBN:
- 9780520960541
- Item type:
- book
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520284876.001.0001
- Subject:
- Sociology, Law, Crime and Deviance
Caught Up follows the lives of 50 Latina girls in “El Valle” Juvenile Detention Center and “Legacy” community school located 40 miles outside of Los Angeles, CA. Their path through these two ...
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Caught Up follows the lives of 50 Latina girls in “El Valle” Juvenile Detention Center and “Legacy” community school located 40 miles outside of Los Angeles, CA. Their path through these two institutions reveals the accelerated fusion of California schools and institutions of confinement. For example, the connection between both of these sites is a concerted effort between Legacy Community School and El Valle administrators to provide young people with wraparound services. These well-intentioned services are designed to provide youth with support at home, at school and in the actual detention center. However, I argue that wraparound services more closely resemble a phenomenon that I call wraparound incarceration, where students cannot escape the surveillance of formal detention despite leaving the actual detention center. For young people in Legacy school, returning to El Valle became an unavoidable consequence of wraparound services.Less
Caught Up follows the lives of 50 Latina girls in “El Valle” Juvenile Detention Center and “Legacy” community school located 40 miles outside of Los Angeles, CA. Their path through these two institutions reveals the accelerated fusion of California schools and institutions of confinement. For example, the connection between both of these sites is a concerted effort between Legacy Community School and El Valle administrators to provide young people with wraparound services. These well-intentioned services are designed to provide youth with support at home, at school and in the actual detention center. However, I argue that wraparound services more closely resemble a phenomenon that I call wraparound incarceration, where students cannot escape the surveillance of formal detention despite leaving the actual detention center. For young people in Legacy school, returning to El Valle became an unavoidable consequence of wraparound services.
Jerry Flores
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9780520284876
- eISBN:
- 9780520960541
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520284876.003.0007
- Subject:
- Sociology, Law, Crime and Deviance
The conclusion revisits the major themes of book. It also highlights the larger implications of these findings for young people in the United States. New partnerships between education and penal ...
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The conclusion revisits the major themes of book. It also highlights the larger implications of these findings for young people in the United States. New partnerships between education and penal facilities and wraparound services as a whole do not help young people stay away from the criminal justice system. Despite the positive intentions of these new services, law enforcement and education administrators inadvertently undermine their goal of helping youth by exposing them to further criminalization. Instead these new services break down social bonds between adults, institutional actors, and other young people that would help the girls in my study begin a more positive life-course. This is reflected in their failed attempts to finish probation, return to traditional school and leave the criminal justice system altogether. I revisit this clear disconnect between the well-intentioned goals of education and corrections administrators with negative outcomes young women must negotiate as they try, and often fail, to stay out of secure detention. I also remind the reader how this process has a set of challenges that are unique to Latinas’ intersecting identities.Less
The conclusion revisits the major themes of book. It also highlights the larger implications of these findings for young people in the United States. New partnerships between education and penal facilities and wraparound services as a whole do not help young people stay away from the criminal justice system. Despite the positive intentions of these new services, law enforcement and education administrators inadvertently undermine their goal of helping youth by exposing them to further criminalization. Instead these new services break down social bonds between adults, institutional actors, and other young people that would help the girls in my study begin a more positive life-course. This is reflected in their failed attempts to finish probation, return to traditional school and leave the criminal justice system altogether. I revisit this clear disconnect between the well-intentioned goals of education and corrections administrators with negative outcomes young women must negotiate as they try, and often fail, to stay out of secure detention. I also remind the reader how this process has a set of challenges that are unique to Latinas’ intersecting identities.
Melvin Delgado
- Published in print:
- 2020
- Published Online:
- February 2020
- ISBN:
- 9780190058463
- eISBN:
- 9780190058494
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190058463.003.0008
- Subject:
- Social Work, Communities and Organizations
Viewing the military as a major state-sanctioned violence mechanism brings challenges, and not because of the absence of scholarly material or varied perspectives to craft an analysis. Rather, the ...
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Viewing the military as a major state-sanctioned violence mechanism brings challenges, and not because of the absence of scholarly material or varied perspectives to craft an analysis. Rather, the challenge is how to narrow the scope and still do justice to the broadness of this subject. This chapter may well be the first time that readers have been exposed to the military in state-sanctioned violence, particularly when focused on people of color. Historical material gives context to state violence manifestation in the military–industrial complex and veterans, and a natural follow-up to the chapter on law enforcement and criminal justice. It may seem odd to include the military alongside subjects typically found within a state-sanctioned violence paradigm focused on cities and youth of color; although the military–industrial complex may have escaped attention in social work education, there are increasing numbers of veterans entering our profession. At first glance, it simply does not fit, but upon closer examination when viewing the military as (1) a prime source for recruiting police officers, (2) providing equipment meant for wars that find their way to the nation’s streets, (3) a system that relies on the young, (4) having a role in foreign conflicts causing population displacements, and (5) increasingly a source for recruits of color, it becomes worthy of attention. It is easy to view the military as its own separate category of state-sponsored violence with minimal interactions with other forms of state violence due to the enormity of its influence.Less
Viewing the military as a major state-sanctioned violence mechanism brings challenges, and not because of the absence of scholarly material or varied perspectives to craft an analysis. Rather, the challenge is how to narrow the scope and still do justice to the broadness of this subject. This chapter may well be the first time that readers have been exposed to the military in state-sanctioned violence, particularly when focused on people of color. Historical material gives context to state violence manifestation in the military–industrial complex and veterans, and a natural follow-up to the chapter on law enforcement and criminal justice. It may seem odd to include the military alongside subjects typically found within a state-sanctioned violence paradigm focused on cities and youth of color; although the military–industrial complex may have escaped attention in social work education, there are increasing numbers of veterans entering our profession. At first glance, it simply does not fit, but upon closer examination when viewing the military as (1) a prime source for recruiting police officers, (2) providing equipment meant for wars that find their way to the nation’s streets, (3) a system that relies on the young, (4) having a role in foreign conflicts causing population displacements, and (5) increasingly a source for recruits of color, it becomes worthy of attention. It is easy to view the military as its own separate category of state-sponsored violence with minimal interactions with other forms of state violence due to the enormity of its influence.
Michael A. Robinson, Sharon E. Moore, and A. Christson Adedoyin
- Published in print:
- 2020
- Published Online:
- January 2021
- ISBN:
- 9780190937232
- eISBN:
- 9780197541562
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190937232.003.0009
- Subject:
- Social Work, Crime and Justice
The chapter begins with an overview of the growth of the prison population from the end of the civil war to the Obama administration. The authors describe all of the structural inequalities African ...
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The chapter begins with an overview of the growth of the prison population from the end of the civil war to the Obama administration. The authors describe all of the structural inequalities African Americans faced that stymied their growth economically and socially as a people, and subsequently led to the mass incarceration of Black men. The authors discuss the historical underpinnings of the factors that lead to mass incarceration and how these factors ultimately fueled the prison-industrial complex. The chapter also discusses the ways in which the Black Church contributes to the rehabilitation of former incarcerated persons, and, lastly, the authors discuss the implications for social work education.Less
The chapter begins with an overview of the growth of the prison population from the end of the civil war to the Obama administration. The authors describe all of the structural inequalities African Americans faced that stymied their growth economically and socially as a people, and subsequently led to the mass incarceration of Black men. The authors discuss the historical underpinnings of the factors that lead to mass incarceration and how these factors ultimately fueled the prison-industrial complex. The chapter also discusses the ways in which the Black Church contributes to the rehabilitation of former incarcerated persons, and, lastly, the authors discuss the implications for social work education.
Jerry Flores
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9780520284876
- eISBN:
- 9780520960541
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520284876.003.0001
- Subject:
- Sociology, Law, Crime and Deviance
The book opens with a description of the two key sites in my study: El Valle Juvenile Detention and Legacy community school. I describe the focus of the project and the questions I address. Here, I ...
More
The book opens with a description of the two key sites in my study: El Valle Juvenile Detention and Legacy community school. I describe the focus of the project and the questions I address. Here, I emphasize how these two institutions and wraparound services shape the pathways of my participants and how these young women navigate these interlocking entities. I then discuss why understanding these new educational and penal connections is important, especially the role they play in the lives of the Latina girls in my study. In this chapter I introduce the term wraparound incarceration, which I coin in the book. I draw on previous research on intersectionality, the school-to-prison pipeline, life course theory and work on gender and crime to situate my own intellectual contributions. The chapter ends with a discussion of the major components of the book, providing readers a “map” of what to expect in the text. Finally, I introduce my primary respondents who will lead off and end every chapter in this manuscript. This introduction as a whole reminds the readers of the importance of studying the processes that lead this growing group of girls into the juvenile justice system.Less
The book opens with a description of the two key sites in my study: El Valle Juvenile Detention and Legacy community school. I describe the focus of the project and the questions I address. Here, I emphasize how these two institutions and wraparound services shape the pathways of my participants and how these young women navigate these interlocking entities. I then discuss why understanding these new educational and penal connections is important, especially the role they play in the lives of the Latina girls in my study. In this chapter I introduce the term wraparound incarceration, which I coin in the book. I draw on previous research on intersectionality, the school-to-prison pipeline, life course theory and work on gender and crime to situate my own intellectual contributions. The chapter ends with a discussion of the major components of the book, providing readers a “map” of what to expect in the text. Finally, I introduce my primary respondents who will lead off and end every chapter in this manuscript. This introduction as a whole reminds the readers of the importance of studying the processes that lead this growing group of girls into the juvenile justice system.
Anne Warfield Rawls and Waverly Duck
- Published in print:
- 2020
- Published Online:
- January 2021
- ISBN:
- 9780226703558
- eISBN:
- 9780226703725
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226703725.003.0005
- Subject:
- Sociology, Social Psychology and Interaction
This chapter analyzes Interaction Order expectations that center on talk about health and masculinity. Health is an important part of “friend” talk among Whites. But in the Black community talk about ...
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This chapter analyzes Interaction Order expectations that center on talk about health and masculinity. Health is an important part of “friend” talk among Whites. But in the Black community talk about health, like talk about status categories, work, and private life, is considered “personal” and therefore taboo. Based on audio and video recordings of focus group interactions, interviews, and workshop discussions, we trace the implications of clashing expectations about masculinity and health talk in two directions. The first is the effect on being “friendly” with Whites. The second is the effect within the Black community on shared knowledge about health and how this impacts a number of issues, including the perception and achievement of Black masculinity, and health interventions more generally. While we argue throughout that the Black Interaction Order does a good job of creating equality among people who otherwise would have little experience of it, we suggest that more talk about health and the criminal justice system would not threaten this equality. While it is still necessary to protect such information from outsiders, with half of some Black male populations having experienced prison, talking about masculinity and health within the community might increase feelings of equality and solidarity.Less
This chapter analyzes Interaction Order expectations that center on talk about health and masculinity. Health is an important part of “friend” talk among Whites. But in the Black community talk about health, like talk about status categories, work, and private life, is considered “personal” and therefore taboo. Based on audio and video recordings of focus group interactions, interviews, and workshop discussions, we trace the implications of clashing expectations about masculinity and health talk in two directions. The first is the effect on being “friendly” with Whites. The second is the effect within the Black community on shared knowledge about health and how this impacts a number of issues, including the perception and achievement of Black masculinity, and health interventions more generally. While we argue throughout that the Black Interaction Order does a good job of creating equality among people who otherwise would have little experience of it, we suggest that more talk about health and the criminal justice system would not threaten this equality. While it is still necessary to protect such information from outsiders, with half of some Black male populations having experienced prison, talking about masculinity and health within the community might increase feelings of equality and solidarity.