Week 9, October 24th
School-to-Prison Pipeline
Jean Anyon described a “hidden curriculum” in schools, where students are being prepared for the social class that they are brought up in. Working class students engage in rote learning and are taught to obey authority, and elite class students are given opportunities to expand their thinking and solve real-world problems. The two articles we read this week introduce another “class” of students to the mix-- the criminal class. We examine the Latino and LGBTQ student populations and are provided with many examples of how these students in particular are marginalized and treated in ways that oftentimes pushes them out of school and straight into the criminal justice system.
In the article “Smoking Guns or Smoke & Mirrors”, Rios and Galicia describe how “administrators, educators, and SROs can label youths of color as “animals,” “inmates,” or “killers,” and they can also project criminal futures onto their students, as well as lead their students to believe that their teachers don’t support them or care about their success” (56). Policies like zero-tolerance and exclusion from community centers lead Latino boys to become part of gangs where they can feel acceptance. Schools are hyperfocused on the actions of these students and they’re being suspended, expelled, or even arrested for minor infractions. Punitive discipline strategies are doing nothing but creating negative experiences for Latino boys in school.
Snapp, Hoenig, Fields, and Russell describe many examples of factors that “limit [LGBTQ] youths’ opportunities to remain engaged in school” (63), such as being punished unequally for public displays of affection, gender expression, and appearance. Many of the students in the study explain how teachers seldom intervene when students are bullied based on their perceived sexual orientation, which leads these students to have to fend for themselves. Defending themselves against bullies when administration and teachers fail to intervene can lead to suspension or expulsion for aggressive behaviors. There is also a possibility of homelessness amongst these students that have been pushed out of their homes by unsupportive families.
The two articles this week bring light to the fact that there are multiple barriers that certain marginalized student populations face in schools and offer solutions to help these students stay in school rather than be pushed out and doomed for a life of criminality. “Schools can serve as a “firewall” that stops the flow of the pipeline for youth who may face multiple forms of oppression and marginalization” (Snapp et al. 77). Rios and Galicia suggest the implementation of restorative justice practices that encourage conflict resolution skill-building and facilitate conversations that lead to students learning to respect each other and socialize in less confrontational ways. They also push for culturally responsive teachers who “incorporate minority students’ culture and language; include minority communities in the education of their children, pedagogical practices operating in the classroom, and assessment of minority students” (Rios & Galicia 62).
In last week’s article, Lomawaima and McCarty argue that culturally responsive education creates an interest in learning and leads to higher academic performance. They say, “schools can be constructed as places of difference where children are free to learn, question, and grow from a position that affirms who they are” (Lomawaima & McCarty 299). An awareness of the different cultures in our classrooms coupled with the implementation of restorative justice practices could be a start to ending this school-to-prison pipeline. This video shows how public schools in Chicago are moving away from using suspension as a disciplinary strategy. Suspension doesn’t give students the opportunity to take responsibility for what they’ve done or reflect on their actions. Instead, they are trying to build a community of respectful relationships by fostering reflective conversation amongst students and teachers, and recognizing triggers that cause students to act out.
These studies took place in California, Arizona, and Georgia. I am curious to know if similar studies of Latino or LGBTQ students have been done in the Northeast and whether the results would be similar. In my school, we are just starting to be trained in restorative justice practices. I imagine that these practices could be successful in creating a place of nurture and inclusion provided that schools have the staff to successfully implement these practices. I believe it will take a team of more than just teachers-- we need adequate staffing of psychologists, counselors, and social workers to support us in this work. I was shocked reading about the behaviors of the teachers towards LGBTQ and Latino students. As teachers, we need to be allies for our students who are marginalized based on any aspect of their identities.
Jean Anyon described a “hidden curriculum” in schools, where students are being prepared for the social class that they are brought up in. Working class students engage in rote learning and are taught to obey authority, and elite class students are given opportunities to expand their thinking and solve real-world problems. The two articles we read this week introduce another “class” of students to the mix-- the criminal class. We examine the Latino and LGBTQ student populations and are provided with many examples of how these students in particular are marginalized and treated in ways that oftentimes pushes them out of school and straight into the criminal justice system.
In the article “Smoking Guns or Smoke & Mirrors”, Rios and Galicia describe how “administrators, educators, and SROs can label youths of color as “animals,” “inmates,” or “killers,” and they can also project criminal futures onto their students, as well as lead their students to believe that their teachers don’t support them or care about their success” (56). Policies like zero-tolerance and exclusion from community centers lead Latino boys to become part of gangs where they can feel acceptance. Schools are hyperfocused on the actions of these students and they’re being suspended, expelled, or even arrested for minor infractions. Punitive discipline strategies are doing nothing but creating negative experiences for Latino boys in school.
Snapp, Hoenig, Fields, and Russell describe many examples of factors that “limit [LGBTQ] youths’ opportunities to remain engaged in school” (63), such as being punished unequally for public displays of affection, gender expression, and appearance. Many of the students in the study explain how teachers seldom intervene when students are bullied based on their perceived sexual orientation, which leads these students to have to fend for themselves. Defending themselves against bullies when administration and teachers fail to intervene can lead to suspension or expulsion for aggressive behaviors. There is also a possibility of homelessness amongst these students that have been pushed out of their homes by unsupportive families.
The two articles this week bring light to the fact that there are multiple barriers that certain marginalized student populations face in schools and offer solutions to help these students stay in school rather than be pushed out and doomed for a life of criminality. “Schools can serve as a “firewall” that stops the flow of the pipeline for youth who may face multiple forms of oppression and marginalization” (Snapp et al. 77). Rios and Galicia suggest the implementation of restorative justice practices that encourage conflict resolution skill-building and facilitate conversations that lead to students learning to respect each other and socialize in less confrontational ways. They also push for culturally responsive teachers who “incorporate minority students’ culture and language; include minority communities in the education of their children, pedagogical practices operating in the classroom, and assessment of minority students” (Rios & Galicia 62).
In last week’s article, Lomawaima and McCarty argue that culturally responsive education creates an interest in learning and leads to higher academic performance. They say, “schools can be constructed as places of difference where children are free to learn, question, and grow from a position that affirms who they are” (Lomawaima & McCarty 299). An awareness of the different cultures in our classrooms coupled with the implementation of restorative justice practices could be a start to ending this school-to-prison pipeline. This video shows how public schools in Chicago are moving away from using suspension as a disciplinary strategy. Suspension doesn’t give students the opportunity to take responsibility for what they’ve done or reflect on their actions. Instead, they are trying to build a community of respectful relationships by fostering reflective conversation amongst students and teachers, and recognizing triggers that cause students to act out.
These studies took place in California, Arizona, and Georgia. I am curious to know if similar studies of Latino or LGBTQ students have been done in the Northeast and whether the results would be similar. In my school, we are just starting to be trained in restorative justice practices. I imagine that these practices could be successful in creating a place of nurture and inclusion provided that schools have the staff to successfully implement these practices. I believe it will take a team of more than just teachers-- we need adequate staffing of psychologists, counselors, and social workers to support us in this work. I was shocked reading about the behaviors of the teachers towards LGBTQ and Latino students. As teachers, we need to be allies for our students who are marginalized based on any aspect of their identities.
In your video, I loved how the Dean noticed that something else was wrong here and looked for the triggers for certain students. She decided to stop looking at the problems and started looking for solutions. What a wonderful idea! Having students get suspended or expelled doesn't look at the root of the problem for the student, it only creates more problems for them! How can they possibly catch up on work? On their personal issues? On life issues if they get removed from school? We have to incorporate these types of practices in our education system now to help everyone succeed and look at the reasons why they aren't. We as teachers want our kids to know that we care and that we really want everyone to pass. I tell my students every year I want everyone to get an A+ in this class. I want you to succeed. For some, I could be the only teacher who does and truly believes this.
ReplyDeleteI agree that there is a lack of support staff who are trained to deal with many of the issues we have studied. In my school we have two guidance counselors and one psychologist to support 1100 students. It is literally impossible to see to all of the student's needs, as hard as people may try. It's great that your district is offering training to the teachers, as we are around our students every day and can observe them more often than other staff can. I also love that self-reflection and character building are becoming more common in schools. If we can teach students to support each other, our communities will only become stronger.
ReplyDeleteThe first teacher in the video you linked said that the RJP helped students speak to teachers - "they didn't realize there was another way to talk to an adult" - and that really resonated with me. So many of my students have learned to distrust the adults at the school - and after reading through the articles this week along with several others this semester, it is clear to see why that trust is lacking. And as both articles mentioned - if the students don't trust you, they aren't going to reach out to you for help, or be honest with you about what happened, which usually results in more disciplinary action! One of the biggest keys is building that trust back up for a student who has been traumatized by the system!
ReplyDeleteThinking about your comment on suspension or any situation where student removal happens, I had a student the other day acting out, out of his seat, avoiding his work. After I asked what's going on, he asks "Are you gonna kick me out?" I was surprised he assumed I was going to kick him out. I told him "Why would I? I need you here with us, what do you need to get you started?" His attitude changed and was willing to compromise doing his work on a different location in the room. I would have offered the same thing to any student who was having a tough time getting focus. Sometimes detention is necessary for certain situations but removing the student from the classroom for minor disciplinary issues could lead to issues becoming unnecessarily escalated. I like how the video you posted highlights what can be solutions to the problem rather then sending the student home and avoiding the problem.
ReplyDelete