Rios, Victor M. Human targets: schools, police, and the criminalization of Latino youth

Rodrigues, Herbert

doi:10.11606/0103-2070.ts.2019.143282

Cited by 14 publications

(39 citation statements)

References 2 publications

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“…Gender-responsive strategies should focus on the findings that emotional support from teachers is just as important for male adolescents as it is for female adolescents, dismantling the assumption that teachers may be making about Latinx male adolescents-specifically, that Latinx male adolescents do not require as much emotional support from teachers because of their gender. Rather than hiring more police, more focus on employing counselors in schools is needed (Rios, 2017). However, this study suggests that both female and male adolescents require emotional and academic support and that this support may help to alleviate some of the negative outcomes produced by structural inequality.…”

Section: Practice Implicationsmentioning

confidence: 91%

“…In an ethnographic study, Morris (2012) argued that schools are spaces that prescribe to gender roles, allowing for teachers to lower expectations for male students' academic performance in the classroom. Previous research has demonstrated that Latinx male students are often punished or ignored by educators (Conchas et al, 2012;Huerta, 2015;Rios, 2017), whereas Latinx female students are more likely to perform better academically in high school and eventually graduate (E. J. López et al, 2002;Valenzuela, 1999;Wojtkiewicz & Donato, 1995).…”

Section: Intersectionality and Academic Settingsmentioning

confidence: 99%

“…It is argued that these gender differences could be attributable to men being more likely than women to report experiencing discrimination every day from a variety of sources (Greene et al, 2006;Mickelson & Williams, 1999). Furthermore, because traditionally Latinx male adolescents are encouraged to explore their environment and contexts outside of the family more than Latinx female adolescents are, these male adolescents may be more susceptible to the negative influences of discrimination (Alfaro et al, 2009;Umaña-Taylor et al, 2012) through interactions with policing and surveillance (Rios, 2017). In a study of Latinx adolescents, Alfaro and colleagues (2009) found that discrimination was only related to academic motivation for male adolescents.…”

Section: Differences In Gendered Experiences Of Perceived Discriminationmentioning

confidence: 99%

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The Critical Role of Teacher Emotional Support for Latinx Students

Mireles‐Rios

Simon

Nylund‐Gibson

2020

Teachers College Record: The Voice of Scholarship in Education

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Background/Context The relationship between perceived discrimination and students’ academic outcomes is well established, showing the negative effects of experiences of discrimination. Although much attention has focused on how to temper these effects for students, few studies have focused on the potential role that teachers can play in lessening the effects of discrimination on student outcomes. Purpose/Objective/Research Question/Focus of Study In this study, we look at the intersection of race/ethnicity and gender by examining at how Latinx male and female high school students’ academic outcomes, such as grade point average, are impacted by their perceived level of discrimination and teacher support. Research Design Using an intersectional framework, this study uses data from 783 Latinx adolescents (Mage = 16.01 years) in the United States. Specifically, we examine the moderating role of perceived teacher support on the relationship between students’ discrimination and their academic performance using a moderated factor analysis approach. Findings/Results Results indicate that the items that measure perceived discrimination and teacher support do not function in the same way for Latinx male and female adolescents and that emotional teacher support buffers the negative relationship between discrimination and academic performance for Latinx males. Conclusions/Recommendations We argue the need to construct measures and approach interventions in the areas of discrimination and teacher support that would allow us to better identify how to support Latinx adolescents in the most effective ways.

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Section: Practice Implicationsmentioning

confidence: 91%

Section: Intersectionality and Academic Settingsmentioning

confidence: 99%

Section: Differences In Gendered Experiences Of Perceived Discriminationmentioning

confidence: 99%

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The Critical Role of Teacher Emotional Support for Latinx Students

Mireles‐Rios

Simon

Nylund‐Gibson

2020

Teachers College Record: The Voice of Scholarship in Education

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“…Gang involvement. There is a growing concern among school faculty, administrators, security personnel, and law enforcement who argue that immigrant students are affiliated with a gang within their schools and engage in violence, illicit substance sales, and crime (Durán, 2013(Durán, , 2018Rios, 2011Rios, , 2017. As noted, opportunity structure approaches stress the structure of US society.…”

Section: Conceptual Argument For a Positive Immigration School-level ...mentioning

confidence: 99%

Is There an Immigration and School-Level Crime Link?

Peguero

Irizarry

Iwama

et al. 2021

Crime & Delinquency

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Contrary to the public misperception that immigrants are likely to be involved in criminal activities, evidence suggests that immigrants are less likely to engage in violence and criminal behavior at the individual level. Little is known, however, about the relationship between immigration, violence, and delinquency at the school-level. The present study draws from the nationally representative 2015 to 2016 School Survey on Crime and Safety to address two research questions. First, is there an association between an increasing proportion of immigrant students and school-level crime? Second, are there racial/ethnic differences in the association between increasing proportion of immigrant students and school-level crime? Our results indicate no relationship between immigration and school-level crime; however, important and distinctive nuances are related to the study findings.

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“…Recent research has considered the impact of high levels of police contact and police use of force as it relates to mass incarceration (Hinton 2015;Rios 2009Rios , 2017, deleterious health effects (Sewell and Jefferson, 2016), increased deportation (Armenta 2017;Golash-Boza 2014), overall trust in police (Desmond et al, 2016;Fox-Williams 2018), as well as attitudes toward local and national authorities more broadly (Lerman and Weaver, 2014). Studies post-Ferguson find that mainstream news representations largely support official police narratives of instances where Black victims are killed by police, and that digital media is often used to challenge these narratives (Bonilla and Rosa, 2015;Stone and Socia, 2017).…”

Section: Introductionmentioning

confidence: 99%

Police Violence in Black and White

Roychoudhury

2022

Du Bois Rev.

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Drawing on articles from The New York Times and the New York Amsterdam News, this study analyzes reporting on the police killings of ten-year-old Clifford Glover in 1973, and twenty-three-year-old Sean Bell in 2006, in both instances by New York City Police Department (NYPD) 103rd Precinct officers in Jamaica, Queens. Using critical discourse analysis to study the differences in newspaper representations of police killings, this analysis follows Ida B. Wells-Barnett’s classic 1892 study Southern Horrors: Lynch Law in All its Phases. Wells-Barnett’s framework of Black Press and White Press is applied to this contemporary comparison of news coverage, asking how Black Press and White Press challenge or accept official police accounts of encounters where police kill Black youth and adults, as well as how they engage community members in their account of events leading to fatal police contact. The study historically contextualizes the localized relationship between police violence, media, and protest by focusing on depictions of two separate, publicized police killings and subsequent officer acquittals in the same neighborhood and precinct, thirty-three years apart. Studying the history of policing and rebellion in one neighborhood provides critical insight into representations of localized police violence by Black Press and White Press over time. The findings of this study function together to explain racialized discourse on police, victims, and communities in the wake of historic police violence and officer acquittals.

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Rios, Victor M. Human targets: schools, police, and the criminalization of Latino youth

Abstract: Resenha do livro de Victor M. Rios. Human Targets: Schools, Police, and the Criminalization of Latino Youth, Chicago, University of Chicago Press, 2017.

Cited by 14 publications

References 2 publications

The Critical Role of Teacher Emotional Support for Latinx Students

The Critical Role of Teacher Emotional Support for Latinx Students

Is There an Immigration and School-Level Crime Link?

Police Violence in Black and White

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