Crime Control Strategies in School: Chicanas’/os’ Perceptions and Criminalization

Portillos, Edwardo L.; González, Juan Carlos; Peguero, Anthony A.

doi:10.1007/s11256-011-0192-z

Cited by 49 publications

(72 citation statements)

References 39 publications

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“…A esto se le conoce como ambiente de la política o cultura política. La política de CE ha sido definida en Chile como una política híbrida, dado que promueve simultáneamente la producción de culturas de control y castigo junto con culturas de carácter formativo y ciudadano (Carrasco, López & Estay, 2012;Magendzo, Toledo & Gutiérrez, 2013;Portillos, González & Peguero, 2012).…”

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Significados Atribuidos a la Convivencia Escolar por Equipos Directivos, Docentes y Otros Profesionales de Escuelas Chilenas

et al. 2018

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La convivencia escolar (CE) ha formado parte de recientes políticas educativas a nivel internacional. Sin embargo, el constructo de CE es polisémico y las políticas son diseñadas desde lógicas distintas. El objetivo de este estudio fue comprender cómo las escuelas significan el constructo de CE, en el entendido que las comprensiones guiarán las acciones y harán inteligibles las intervenciones en CE. Se utilizó una metodología cualitativa. Se realizaron entrevistas grupales e individuales activas a equipos directivos, docentes y otros profesionales de 6 escuelas municipales seleccionadas intencionalmente con buenos resultados en CE y rendimiento académico, medidos según la prueba nacional SIMCE. Los resultados indican 4 significados de CE: médico, de rendición de cuentas, socio-afectivo y disciplinario, que se organizan en 2 lógicas comprensivas. La primera, estandarizadora, individualizadora y orientada a resultados y, la segunda, centrada en la diferencia, comunitaria y orientada al proceso. Se discute la necesidad de avanzar hacia comprensiones que integren los significados encontrados, con el fin de ganar mayor congruencia y de proponer significados asociados a participación, democratización e integración curricular.Palabras clave: convivencia escolar, significados, política pública, participación School coexistence (SC) has been part of recent international educational policies. However, the construct of SC is polysemic and the policies have been designed upon the basis of different logical perspectives. The aim of this study was to understand the meanings that schools ascribe to the construct of SC, based on the assumption that their views will guide their actions and make intelligible their SC interventions. A qualitative methodology was employed. Active group and individual interviews were conducted with management teams, teachers, and other school professionals from 6 purposively selected municipal schools with high SC scores and good academic achievement as assessed by the national SIMCE test. Results reveal that 4 meanings are ascribed to SC: medical, accountability, socio-affective, and disciplinary, which are grouped into 2 approaches. One is standardizing, individualizing, and results-oriented, while the other is focused on differences, community-driven, and process-oriented. The discussion section refers to the need to advance towards understandings that integrate the meanings identified, in order to increase consistency and propose meanings associated with participation, democratization, and curricular integration.

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Significados Atribuidos a la Convivencia Escolar por Equipos Directivos, Docentes y Otros Profesionales de Escuelas Chilenas

et al. 2018

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“…Community resources influence the school system by determining the amount of resources available to create stability and positive or healthy school climates, when resources in a community are limited there are less available resources to support the school system (Durán 2012;Kozol 1991Kozol , 2005Muschert and Peguero 2010;Portillos, González, and Peguero 2012;Rios 2011). The lack of school stability, as a product of the economic disparities in the community, makes it more difficult to develop and enforce effective mechanisms of social control (Gottfredson 2001;Payne et al 2003;Stewart 2003;Welsh et al 1999).…”

Section: Current Studymentioning

confidence: 99%

Social Control and Intersectionality: A Multilevel Analysis of School Misconduct, Location, Race, Ethnicity, and Sex

Byrd

Kahle

Peguero

et al. 2015

Sociological Spectrum

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“…The third, the use of experiential knowledge to address institutional discrimination, is one of the most developed tenets provided by LatCrit scholars working in the field of education (see Fernández, 2002;Pérez Huber, 2010a, 2012Portillos, González, & Peguero, 2012;D. Rodriguez, 2010;Solórzano & Delgado Bernal, 2001;Solórzano & Yosso, 2002).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Rodriguez, 2010). LatCrit also seeks to use counter-storytelling (Portillos et al, 2012;Solórzano & Yosso, 2002) as a method to provide marginalized individuals a platform to speak against the official and many times onesided narratives of institutions (e.g., schools). In this study, this tenet was used to design the research and conduct the semi-structured focus groups.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The underlying themes on safety and victimization of Latino youth include psychological victimization and lack of physical safety, both of which (in)directly affect academic achievement (Portillos et al, 2012;Rios, 2010;Sanchez & Adams, 2011). First, psychological victimization occurs when Latino youth in the barrio are exposed to witnessing domestic and other forms of violence, such as shootings (Davis et al, 2009;Romero, 2006).…”

Section: Safety and Victimization In Barrios Affects Latinos In Schoolsmentioning

confidence: 99%

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Experiences of Central California Latino Male Youth: Recollecting Despair and Success inBarriosand Schools

González

Immekus

2013

Diaspora, Indigenous, and Minority Education

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Crime Control Strategies in School: Chicanas’/os’ Perceptions and Criminalization

Cited by 49 publications

References 39 publications

Significados Atribuidos a la Convivencia Escolar por Equipos Directivos, Docentes y Otros Profesionales de Escuelas Chilenas

Significados Atribuidos a la Convivencia Escolar por Equipos Directivos, Docentes y Otros Profesionales de Escuelas Chilenas

Social Control and Intersectionality: A Multilevel Analysis of School Misconduct, Location, Race, Ethnicity, and Sex

Experiences of Central California Latino Male Youth: Recollecting Despair and Success inBarriosand Schools

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