Deconstructing the School-to-Prison Pipeline, Number 99: New Directions for Youth Development / Edition 1by Johanna Wald, Daniel J. Losen
Schools are often the safest, most stable, and most consistentforces in the lives of many children, exerting a positive, evenmiraculous, influence. They are places where many children are mostlikely to develop healthy, positive relationships with peers andadults. However, it has become increasingly clear that the oppositealso holds true for a number of children,… See more details below
Schools are often the safest, most stable, and most consistentforces in the lives of many children, exerting a positive, evenmiraculous, influence. They are places where many children are mostlikely to develop healthy, positive relationships with peers andadults. However, it has become increasingly clear that the oppositealso holds true for a number of children, including a highproportion of poor children of color. Some school policies candrive students out before they have obtained the skills andcredentials to advance in their lives, leading to devastating andpermanent consequences, particularly on youths without other safetynets or supports to draw on. More and more often, schools andprisons are being mentioned in the same sentence, the language ofboth institutions becoming interchangeable.
This issue describes how school policies can have the effect, ifnot the intent, of setting youths on the "prison track." It alsoidentifies programs and policies that can help schools maintainsafety and order while simultaneously reaching out to thosestudents most in need of structure, education, and guidance.Offering a balanced perspective, this issue begins to point the waytoward less punitive, more effective, hopeful directions.
This is the 99th volume of the quarterly journal NewDirections for Youth Development.
- Publication date:
- J-B MHS Single Issue Mental Health Services Series, #7
- Edition description:
- New Edition
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- Product dimensions:
- 9.00(w) x 6.00(h) x 0.33(d)
Table of Contents
Editors’ Notes (Johanna Wald, Daniel J. Losen).
1. Defining and redirecting a school-to-prison pipeline (JohannaWald, Daniel J. Losen)
Many have drawn troubling connections between increasing racialdisparities among those youths who are most severely sanctioned inschools and in the juvenile justice system. This chapter offers aframework for reviewing new research about how schools eithercontribute to, or prevent, the flow of students into the criminaljustice system.
2. Predictors of suspension and negative school outcomes: Alongitudinal investigation (Linda M. Raffaele Mendez)
Proponents of the frequent use of suspension argue that it detersmisbehavior and improves the learning environment. This extensivelongitudinal study belies the myth to both of those claims.
3. Connected in Seattle? An exploratory study of studentperceptions of discipline and attachments to teachers (JohannaWald, Michal Kurlaender)
The voices of students are frequently absent from the debateregarding racial disparities in school discipline. Using surveydata collected from high school students in Seattle, Washington,this study offers an exploratory analysis, disaggregated by race,of how students perceive the fairness of the disciplineadministered by their teachers and whether they feel connected toany teachers in their school.
4. Punishing dangerousness through preventive detention:Illustrating the institutional link between school and prison(Ronnie Casella)
This ethnographic study describes the growing use of preventivedetention in schools, a practice that relies on excluding andsending to outplacements students—disproportionately poor andminority—who are subjectively viewed as potentiallydangerous. This practice often starts these youths on the prisontrack by assigning them to programs that do not meet theireducational goals and may have institutional links to prisons.
5. High-poverty secondary schools and the juvenile justicesystem: How neither helps the other and how that could change(Robert Balfanz, Kurt Spiridakis, Ruth Curran Neild, NettieLegters)
A close examination of a cohort of high school students who passthrough the educational and juvenile justice systems of a largemid-Atlantic city reveals that the progression of school to prison,to dropout, to the streets is not inevitable. Instead of workingtogether to provide those students most at risk of incarcerationwith intense educational supports, the educational and juvenilejustice systems frequently create conditions that exacerbate thesestudents’ academic problems.
6. Deconstructing the pipeline: Using efficacy, effectiveness,and cost-benefit data to reduce minority youth incarceration (DavidM. Osher, Mary Magee Quinn, Jeffrey M. Poirier, Robert B.Rutherford)
Money spent on enlarging the juvenile justice system and buildingmore prisons is likely a bad investment. The benefits of many, butnot all, early intervention programs in schools could save a greatdeal in both human and monetary costs.
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