Redirecting the teacher's gaze: Teacher education, youth surveillance and the school-to-prison pipeline

Raible, John; Irizarry, Jason G.

doi:10.1016/j.tate.2010.02.006

Cited by 63 publications

(39 citation statements)

References 21 publications

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“…Ferguson, 2000;Monroe, 2005). Black males are then subject to much more surveillance than their classmates, as teachers grapple with their own fear of losing classroom control (Fenning & Rose, 2007;Raible & Irizarry, 2010). Heightened surveillance and misinterpretation of black male behaviors play a critical role in black males experiencing discipline that is unnecessary and, in many cases, harsher for them than it would be for their white counterparts (Monroe, 2005;Skiba, 2001).…”

Section: Critical Race Theory Of Education and The School-to-prison Pmentioning

confidence: 99%

“Just as Bad as Prisons”: The Challenge of Dismantling the School-to-Prison Pipeline Through Teacher and Community Education

Allen

White-Smith

2014

Equity & Excellence in Education

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Drawing upon the authors' experiences working in schools as teachers, teacher educators, researchers, and community members, this study utilizes a Critical Race Theory of education in examining the school-to-prison pipeline for black male students. In doing so, the authors highlight the particular role educators play in the school-to-prison pipeline, focusing particularly on how dispositions toward black males influence educator practices. Recommendations and future directions are provided on how education preparation programs can play a critical role in the transformation of black male schooling.A significant body of literature on the life outcomes of black males examines how school practices and policies file children out of educational environments and into the criminal justice system

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Section: Critical Race Theory Of Education and The School-to-prison Pmentioning

confidence: 99%

“Just as Bad as Prisons”: The Challenge of Dismantling the School-to-Prison Pipeline Through Teacher and Community Education

Allen

White-Smith

2014

Equity & Excellence in Education

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“…One way to prepare is for school districts to provide mandatory training for all staff that provides them with basic information about these students and why they are coming to the United States, as well as "the basic norms and principles of international human rights and refugee law, including the fundamental principles of nondiscriminatory treatment, best interests of the child, family unity, due process of law, and non-detention or other restriction of liberty" (Goldberg, 2014, p. 55). Furthermore, educational institutions must recognize and counter the damage that negative public rhetoric has on teacher perceptions of students, which contributes to their marginalization and the "labeling and sorting of these students once they enter school" (Catalano, 2013, p. 266), thereby positioning minority youth of color as "undesirables" (Raible & Irizarry, 2010, pp. 1197-1198).…”

Section: Resultsmentioning

confidence: 99%

When Children Are Water: Representation of Central American Migrant Children in Public Discourse and Implications for Educators

Catalano

2017

Journal of Latinos and Education

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“…As a historical and current trend, the percentage of African Americans who are suspended from school mirrors the percentage who are incarcerated (42% of African American students were suspended out-of-school, and 35% were incarcerated in 2012) (Pane & Rocco, 2014), solidifying the phrase that for African Americans, school is a pipeline to the U.S. prison industrial complex (Pane & Rocco, 2014;Raible & Irizarry, 2010). (Harlow, 2003;Kupchick, 2012;Office of Civil Rights, 2014;Raible & Irizarry, 2010;Skiba, Peterson, & Williams, 1997). On a systematic level, African American student achievement cannot be attained if disproportionate exclusionary discipline practices persist.…”

Section: Introductionmentioning

confidence: 95%

“…Generally, juveniles who have any type of negative interaction with the juvenile justice system are at greater risk of entering the adult penal system when they come of age (Pane & Rocco, 2014). As a historical and current trend, the percentage of African Americans who are suspended from school mirrors the percentage who are incarcerated (42% of African American students were suspended out-of-school, and 35% were incarcerated in 2012) (Pane & Rocco, 2014), solidifying the phrase that for African Americans, school is a pipeline to the U.S. prison industrial complex (Pane & Rocco, 2014;Raible & Irizarry, 2010). (Harlow, 2003;Kupchick, 2012;Office of Civil Rights, 2014;Raible & Irizarry, 2010;Skiba, Peterson, & Williams, 1997).…”

Section: Introductionmentioning

confidence: 95%

Models of Success, Teacher Quality and Student Disciplinary Infraction: A Critical Analysis of Chicago’s Urban Preparatory Academies and Harlem Children’s Zone

Williams

Wiggan

2016

JEI

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School discipline disparities in U.S. education is accompanied by a litany of literature that focuses on African Americans in low-performing urban schools (Civil Right Project, 2000;Losen, 2011;Mendez & Knoff, 2003;Skiba, Michael, Nardo & Peterson, 2002;Wilson, 2014). Public K-12 institutions in the U.S. report that African Americans are suspended at three-times the rate of White students (23% for African Americans as compared to 7% for Whites). Furthermore, the most recent Civil Rights Discipline Collection report (Office of Civil Rights, 2014) indicates that students who receive one suspension have a much greater chance of being suspended multiple times, ultimately leading to expulsion and or involvement in the juvenile justice system (Allen & White-Smith, 2014;Gregory, 1995; Office of Civil Rights, 2014;Pane & Rocco, 2014). A significant amount of research focuses on public education institutions' dismal outcomes in this area (Skiba et al., 2002; Office of Civil Rights, 2014;Wilson, 2014), without examining charter schools to determine if discipline disparities are endemic in them as well. This study examined two urban, high achieving charter schools. Urban Preparatory Academies in Chicago and Harlem Children's Zone in New York. The school characteristics are assessed through critical race theory to better understand the relationship between teacher quality and student discipline. The findings of the study indicate that while both schools had similar student demographics, lower rates of discipline infractions were reported in the individual campuses that employed a higher number of qualified teachers. These findings have implications for teacher preparation and urban education.

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Redirecting the teacher's gaze: Teacher education, youth surveillance and the school-to-prison pipeline

Cited by 63 publications

References 21 publications

“Just as Bad as Prisons”: The Challenge of Dismantling the School-to-Prison Pipeline Through Teacher and Community Education

“Just as Bad as Prisons”: The Challenge of Dismantling the School-to-Prison Pipeline Through Teacher and Community Education

When Children Are Water: Representation of Central American Migrant Children in Public Discourse and Implications for Educators

Models of Success, Teacher Quality and Student Disciplinary Infraction: A Critical Analysis of Chicago’s Urban Preparatory Academies and Harlem Children’s Zone

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