From Classmates to Inmates: An Integrated Approach to Break the School-to-Prison Pipeline

Cramer, Elizabeth; Gonzalez, Liana; Pellegrini-Lafont, Cynthia

doi:10.1080/10665684.2014.958962

Cited by 28 publications

(22 citation statements)

References 31 publications

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“…The alternative approaches target a variety of mechanisms including classroom management, instruction, student misbehavior, perceptions and bias, school climate, teacher capacity, teacher-student relationships, and student-student relationships (Cramer, Gonzalez, & Pellegrini-Lafont, 2014; González, 2012, 2015; Mcintosh, Girvan, Horner, & Smolkowski, 2014; Watson, 2014). The operative question is whether the conceptual underpinnings of the alternative approaches address the underlying drivers of discipline disparities.…”

Section: Resultsmentioning

confidence: 99%

“…The extant literature illustrates that minority (mainly African American) students are most vulnerable to school exclusion, but few alternative approaches explicitly acknowledge interventions for addressing cultural and/or racial mismatches and biases. The systemic practices in schools typically cater to the needs and norms of the dominant culture, thus disenfranchising and marginalizing minority students (Cramer et al, 2014). Because racial and gender inequality is intricately embedded within varying levels of schooling, interventions should encourage school personnel to consider the degree to which “race, culture, gender, power and prestige” contribute to the issue of equality in schools (Gregory et al, 2017, p. 254).…”

Section: Resultsmentioning

confidence: 99%

“…Kim, Losen, and Hewitt (2010) suggested reexamining the laws that influence the entry point to prison, stating that laws could be used to effectively reduce the number of adolescents caught in the school-to-prison pipeline. Cramer et al (2014) suggested that schools could be more proactive in combating the school-to-prison pipeline by using integrated education models. Specifically, the study suggested that schools move away from approaches that embody deficit-based perspectives and toward inclusive integrated learning models.…”

Section: Policy Implicationsmentioning

confidence: 99%

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The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches

Welsh¹,

Little²

2018

Review of Educational Research

264

194

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In recent decades, K-12 school discipline policies and practices have garnered increasing attention among researchers, policymakers, and educators. Disproportionalities in school discipline raise serious questions about educational equity. This study provides a comprehensive review of the extant literature on the contributors to racial, gender, and income disparities in disciplinary outcomes, and the effectiveness of emerging alternatives to exclusionary disciplinary approaches. Our findings indicate that the causes of the disparities are numerous and multifaceted. Although low-income and minority students experience suspensions and expulsions at higher rates than their peers, these differences cannot be solely attributed to socioeconomic status or increased misbehavior. Instead, school and classroom occurrences that result from the policies, practices, and perspectives of teachers and principals appear to play an important role in explaining the disparities. There are conceptual and open empirical questions on whether and how some of the various alternatives are working to counter the discipline disparities.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Policy Implicationsmentioning

confidence: 99%

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The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches

Welsh¹,

Little²

2018

Review of Educational Research

264

194

View full text Add to dashboard Cite

show abstract

“…In addition, reliance on an excused-unexcused absence dichotomy, particularly within school districts, often delays intervention until some legal tripwire is triggered (e.g., 10 unexcused absences in a semester). Some have criticized this approach as a “wait to fail” process that can enhance risk for school dropout (Cramer et al, 2014; Kearney and Graczyk, 2014). Indeed, the importance of early intervention for school attendance problems is quite clear in the literature (McCluskey et al, 2004; Sutphen et al, 2010).…”

Section: Categorical Distinctionsmentioning

confidence: 99%

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)

et al. 2019

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School attendance is an important foundational competency for children and adolescents, and school absenteeism has been linked to myriad short- and long-term negative consequences, even into adulthood. Many efforts have been made to conceptualize and address this population across various categories and dimensions of functioning and across multiple disciplines, resulting in both a rich literature base and a splintered view regarding this population. This article (Part 1 of 2) reviews and critiques key categorical and dimensional approaches to conceptualizing school attendance and school absenteeism, with an eye toward reconciling these approaches (Part 2 of 2) to develop a roadmap for preventative and intervention strategies, early warning systems and nimble response, global policy review, dissemination and implementation, and adaptations to future changes in education and technology. This article sets the stage for a discussion of a multidimensional, multi-tiered system of supports pyramid model as a heuristic framework for conceptualizing the manifold aspects of school attendance and school absenteeism.

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“…These practices drastically impact our staggering incarceration rates, the massive funding allotted to prisons, and the penalties imparted to the accused (Scully, 2016, Cramer, Gonzalez & Pellegrini-Lafont, 2014, Welch & Payne, 2010.…”

Section: Justificationmentioning

confidence: 99%

Teacher's transformative learning experiences in a cultural proficiency professional development program

Núñez-Donnelly¹

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Although scholarship and research have demonstrated that achievement disparities continue to be a major area of concern in public schools, an inadequate amount of research has examined how culturally responsive professional development can impact teachers' awareness of their implicit bias and a deficit perspective of disenfranchised students. Nor is there sufficient research that examines how this type of transformative learning is associated with teaching for equity, diversity, and social justice. This Interpretative Phenomenological Analysis (IPA) explored the transformative learning experiences of teachers that participated in a cultural proficiency professional development (CPPD) program and examined how these experiences impacted teachers' implicit bias, previously unquestioned assumptions and belief systems. The study provides an asset-based solution to the achievement disparities that exist between African American and Latino students and their White and Asian Counterparts in public schools. Results indicated that exposing teachers to culturally relevant professional development facilitates transformative learning. Teachers in this study demonstrated that their experiences in a CPPD program shifted their belief systems and transformed their practices both in and outside of the classroom. After discussing the findings, implications for practice, theory, and research are offered. Keywords: Culturally relevant professional development; teacher belief systems, transformative learning, deficit paradigms; opportunity gaps me with countless reasons to push through. I love you all dearly, thank you for being you. Finally, I could not have survived this program without my village. I have the most amazing network of friends. This type of work is so involved that it would have been impossible to accomplish without support. Thank you my friends for helping with carpooling, school functions, keeping my kids busy when I couldn't, girl's nights when I needed a break, and your encouragement and kind words when I needed a pick-me-up. I am blessed to have such an amazing group of women in my life. The old adage "it takes a village" could not have been more true for me these last five years! Thank you, I am forever indebted to you all.

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From Classmates to Inmates: An Integrated Approach to Break the School-to-Prison Pipeline

Cited by 28 publications

References 31 publications

The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches

The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)

Teacher's transformative learning experiences in a cultural proficiency professional development program

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