When Getting Tough Means Getting Tougher: Historical and Conceptual Understandings of Juveniles of Color Sentenced as Adults in the United States

Hopson, Rodney; Obidah, Jennifer E.

doi:10.2307/3211234

Cited by 4 publications

(4 citation statements)

References 38 publications

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“…Organizational context may have a different meaning for each racial, cultural, and ethnic group (Hopson & Obidah, 2002), and CRT suggests that group privileges should be at the center of any discussion of a social justice agenda in American schooling. Organizational context may have a different meaning for each racial, cultural, and ethnic group (Hopson & Obidah, 2002), and CRT suggests that group privileges should be at the center of any discussion of a social justice agenda in American schooling.…”

Section: Historical and Current Issuesmentioning

confidence: 99%

“…An emphasis on the social, political, and racial context of schooling and how these factors can affect the leadership of African Americans and the education of African American students can find value in paradigms such as CRT, a theory that is valid for assessing organizational context. Organizational context may have a different meaning for each racial, cultural, and ethnic group (Hopson & Obidah, 2002), and CRT suggests that group privileges should be at the center of any discussion of a social justice agenda in American schooling. Situational leadership takes into consideration the leader's closeness to organizational members (Fielder, 1996).…”

Section: Historical and Current Issuesmentioning

confidence: 99%

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African Americans and School Leadership: An Introduction

Brown

2005

Educational Administration Quarterly

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Elementary and secondary education is constantly discussed by the public media and scholars as the best medicine to help America compete effectively in the latest version of economic globalization. This article examines public education in an open political system involving racial, cultural, and ethnically diverse society and argues that such a diverse education should be reflected among school leaders. The author concludes that given this diversity, many African Americans live in single-race communities and attend single-race schools; we need to broaden our theory of leadership to include the views of African American scholars and practitioners and improve leadership preparation programs. The setting for this shift in educational paradigms is more imperative given the ending of the desegregation era. Much of the information can be applied to other racial and ethnic groups but is aimed specifically at African Americans.

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Section: Historical and Current Issuesmentioning

confidence: 99%

Section: Historical and Current Issuesmentioning

confidence: 99%

African Americans and School Leadership: An Introduction

Brown

2005

Educational Administration Quarterly

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“…Further, the number of juveniles in residential placement has decreased from 105,055 in 1997 to 54,148 in 2013, representing a roughly 50% decrease (Hockenberry, 2016). Despite these decreases, a wide body of research demonstrates that the practices and policies through which juveniles are punished and sanctioned remain punitive (Fritsch, Hemmens, & Caeti, 1996; Hopson & Obidah, 2002; Kupchik, Fagan, & Liberman, 2003; Mowen & Brent, 2016; Zimring, 2005).…”

mentioning

confidence: 99%

How Arrest Impacts Delinquency Over Time Between and Within Individuals

Mowen

Brent

Bares

2017

Youth Violence and Juvenile Justice

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While some studies find that criminal justice contact may deter future offending, another body of research indicates that contact with the criminal justice system can increase delinquency among youth. Although research has examined the relationship between punishment and offending, from a life-course perspective, we know little about between-individual and within-individual effects of punishment across time. Using a cross-lagged dynamic panel model, results from an analysis of four waves of data from the National Longitudinal Survey of Youth 1997 demonstrate that arrest contributes to within-individual increases in delinquency across time even after baseline levels of delinquency are controlled. Between-individual results show that youth who were arrested experience significant increases in offending compared to youth never arrested even after accounting for prior offending. Finally, this study uncovers a "cumulative effect" of arrest in that each subsequent year the youth is arrested relates to increased offending irrespective of prior offending. Overall, findings suggest that arrest contributes to significant increases in delinquency even after baseline levels of offending are directly modeled.

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“…Overwhelmingly, this occurs through language – be it shared systems of racial grammar (Bonilla-Silva, 2009, 2012), generic ‘common-sense’ understandings of racial order and meaning (Omi and Winant, 1994); or through cognitive frames shared by Whites (Feagin, 2006, 2009). In CRT, culture is articulated as transcendental in its emphasis on particular institutionalized discourses that mediate the reality of racial order – primarily the law, but also education, prison, and the family (Crenshaw et al., 1996; Hopson and Obidah, 2002; King, 1992).…”

Section: Central Problems In Contemporary Paradigms Of Racementioning

confidence: 99%

Affect and the sociology of race: A program for critical inquiry

Thomas

2013

Ethnicities

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Theorizing the centrality of race remains a key issue within the social sciences. However, an examination of four programs that dominate critical inquiry, particularly in the US context -Racial Formation Theory; Systemic Racism; Color-Blind Racism; and Critical Race Theory -reveal two key problems: a reductivist account of the role of culture in the production of race and racism and the essentializing of the political identity of racial Others. This article, then, considers a different paradigm for the study of race -an affective program. Two components of an affective program identified in this article are: (a) a more dynamic account of culture, opening up the realm of the discursive to more than just signification and representation, but also expression; and (b) locating the possibilities of racial politics as matters of racialized and anti-racist practices rather than matters of racial identity.

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When Getting Tough Means Getting Tougher: Historical and Conceptual Understandings of Juveniles of Color Sentenced as Adults in the United States

Cited by 4 publications

References 38 publications

African Americans and School Leadership: An Introduction

African Americans and School Leadership: An Introduction

How Arrest Impacts Delinquency Over Time Between and Within Individuals

Affect and the sociology of race: A program for critical inquiry

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