Reflections on the Racial Web of Discipline

Laura, Crystal T.

doi:10.14452/mr-063-03-2011-07_9

Cited by 2 publications

(4 citation statements)

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“…Public schools may marginalize groups of students by criminalizing behavior rather than addressing it within the framework of traditional school disciplinary practice. As evidenced by the overrepresentation of children of color in school suspensions, expulsions, delinquency adjudications, and waivers to adult court, racial disparities still exist in public education (Beck and Muschkin, ; Laura, ; Lynn, ). Furthermore, special needs children, many of whom have been harmed by public school policy, are vastly overrepresented in juvenile justice populations (Osgood, Foster, and Courtney, ; Teske and Huff, ; Tulman and Weck, ).…”

Section: Literature Review and Theoretical Orientationmentioning

confidence: 99%

“…The school‐to‐prison pipeline is maintained through the application of zero‐tolerance policies, use of school resource officers (SROs), special education laws, and discretionary application of disciplinary protocols that negatively impact poor, minority, and special needs students (Cregor and Hewitt, ; Meiners, ; Metze, ; Morris, ; Schiff, ). Also, African‐American, Hispanic, and Native‐American students are suspended and expelled from public schools at greater rates than are white students (Hatt, ; Laura, ; Lynn, ). Special needs students are particularly vulnerable to zero‐tolerance policies and are “easy targets for punishment when they act out” (Teske and Huff, :3).…”

Section: Literature Review and Theoretical Orientationmentioning

confidence: 99%

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Incarcerating Exceptional Pupils: Is There a School‐to‐Prison Pipeline in Eastern Oklahoma?*

Fitzgerald¹,

Hunt

Kerr

2018

Social Science Quarterly

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Objective. We examine the referral of students, including special needs students, from public schools in eastern Oklahoma to the Oklahoma Office of Juvenile Affairs (OJA), the state's juvenile justice authority. Methods. Using data from 154 public schools in 10 eastern Oklahoma counties and using ordinary least squares and Tobit analyses, we explore the following general research question: Do some schools refer students to the OJA at greater rates than other schools, and if so, why? Results. The results indicate that greater percentages of students referred by public schools to the OJA are consistently related to higher percentages of African-American, Latino, and male students-and in some cases, to higher percentages of special needs students and students receiving free/reduced lunch. Conclusion. These findings strongly suggest that policies and practices implemented by public schools may contribute to disparate outcomes.

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Section: Literature Review and Theoretical Orientationmentioning

confidence: 99%

Section: Literature Review and Theoretical Orientationmentioning

confidence: 99%

Incarcerating Exceptional Pupils: Is There a School‐to‐Prison Pipeline in Eastern Oklahoma?*

Fitzgerald¹,

Hunt

Kerr

2018

Social Science Quarterly

View full text Add to dashboard Cite

show abstract

“…This particularly harsh trend "mirrors the mounting punitiveness in the criminal justice system" (Welch & Payne, 2010, p. 25). African American students are more likely to be excluded from the educative process and/or receive harsher disciplines for the same infraction than their White peers (Laura, 2011;Mizel et al, 2016;Okilwa & Robert, 2017). The frequent rate at which African American students are removed from the educative process provides a direct conduit for these students to be exposed to the juvenile justice system (Skiba, et al, 2011;Skiba et al, 2002;Welch & Payne, 2010).…”

Section: The Discipline Gapmentioning

confidence: 99%

“…The literature demonstrates that although the discipline disproportionality is a problem that most integrated schools have, the solution to the problem is often centered around fixing or punishing the student (Laura, 2011;Mizel et al, 2016). This approach negates the need for teachers to get the adequate training to understand their student population.…”

Section: Teacher Belief Systemsmentioning

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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Reflections on the Racial Web of Discipline

Cited by 2 publications

References 0 publications

Incarcerating Exceptional Pupils: Is There a School‐to‐Prison Pipeline in Eastern Oklahoma?*

Incarcerating Exceptional Pupils: Is There a School‐to‐Prison Pipeline in Eastern Oklahoma?*

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

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