Breaking the School to Prison Pipeline: Identifying School Risk and Protective Factors for Youth Delinquency

Christle, Christine A.; Jolivette, Kristine; Nelson, C. Michael

doi:10.1207/s15327035ex1302_2

Cited by 312 publications

(199 citation statements)

References 18 publications

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“…Schools can play a preparatory role for incarceration (e.g., Fenning and Rose 2007), and as a result there is a burgeoning research literature on the ''school to prison pipeline'' (Sander 2010). This literature identifies the ways in which a punitive orientation to crime in America has brought the police directly into schools to enforce zero tolerance disciplinary policies (Solomon 2004) and integrate information and control systems placing youth at increased risk of justice system contact and ultimately incarceration (Christle, Jolivette, and Nelson 2005;Hirschfield 2008; Kupchicka and Monahan 2006).…”

mentioning

confidence: 99%

Intergenerational Educational Effects of Mass Imprisonment in America

2012

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In some American schools, about a fifth of the fathers have spent time in prison during their child's primary education. We examine how variation across schools in the aggregation and concentration of the mass imprisonment of fathers is associated with their own children's intergenerational educational outcomes and ''spills over'' into the attainments of other students. We assess the association of this interinstitutional and intergenerational ''prison through school pathway'' with downward and blocked educational achievement. Educational and economic resources and other predisposing variables partially explain school-linked effects of paternal imprisonment on measures of children's educational outcomes. However, we find that the net negative school-level association of paternal imprisonment with educational outcomes persists even after we introduce school-and individual-level measures of a wide range of mediating processes and extraneous control variables. We discuss paternal imprisonment as a form of ''marked absence.'' The significance of elevated levels of paternal imprisonment in schools is perhaps most apparent in its negative association with college completion, the educational divide that now most dramatically disadvantages individuals and groups in American society.

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confidence: 99%

Intergenerational Educational Effects of Mass Imprisonment in America

2012

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“…According to Christle, Jolivette, and Nelson (2005), "the majority of court-involved youth have experienced academic failure, school exclusion and dropout" (p. 71).…”

Section: Negative Effects Of Out-of-school Suspensionmentioning

confidence: 99%

Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index

Brown

Steele

2015

JoMR

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<p class="normal">Research from the past 40 years indicates that African American students are subjected to exclusionary discipline, including suspension and expulsion, at rates two to three times higher than their White peers (Children’s Defense Fund, 1975; Skiba, Michael, Nardo, & Peterson, 2002). Although this phenomenon has been studied extensively in traditional public schools, rates of racially disproportionate discipline in public Montessori schools have not been examined. The purpose of this study is to examine racial discipline disproportionality in Montessori public elementary schools as compared to traditional elementary schools. The Relative Rate Index (RRI) is used as a measure of racially disproportionate use of out-of-school suspensions (Tobin & Vincent, 2011). Suspension data from the Office of Civil Rights Data Collection was used to generate RRIs for Montessori and traditional elementary schools in a large urban district in the Southeast. While statistically significant levels of racial discipline disproportionality are found in both the Montessori and traditional schools, the effect is substantially less pronounced in Montessori settings. These findings suggest that Montessori schools are not immune to racially disproportionate discipline and should work to incorporate more culturally responsive classroom management techniques. Conversely, the lower levels of racially disproportionate discipline in the Montessori schools suggests that further study of discipline in Montessori environments may provide lessons for traditional schools to promote equitable discipline.</p>

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“…Other risk factors include social contextual factors (i.e., limited social support system, rejection from peers, etc.) [14], prior criminal history [15], low academic achievement [16], cognitive ability [17], substance use [18] and historical factors (i.e., childhood maltreatment, family members with criminal histories, etc.) [15].…”

Section: Risk Factors For Juvenile Crimes and Recidivismmentioning

confidence: 99%

Turning Point-Rethinking Violence: A Youth Violence Reduction Intervention

Canto¹

2015

ETS

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Breaking the School to Prison Pipeline: Identifying School Risk and Protective Factors for Youth Delinquency

Cited by 312 publications

References 18 publications

Intergenerational Educational Effects of Mass Imprisonment in America

Intergenerational Educational Effects of Mass Imprisonment in America

Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index

Turning Point-Rethinking Violence: A Youth Violence Reduction Intervention

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