subject:(school to prison pipeline)

UCLA

1. Cervantes, Laura A. Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline.

Degree: Education, 2015, UCLA

URL: http://www.escholarship.org/uc/item/6m81f9c8

► Recently, a great deal of attention has been paid to the disproportionate incarceration of people of color, and the role schools play in perpetuating this… (more)

Subjects/Keywords: Education; Classroom behavior; School-to-prison pipeline

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cervantes, L. A. (2015). Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/6m81f9c8

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cervantes, Laura A. “Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline.” 2015. Thesis, UCLA. Accessed February 28, 2021. http://www.escholarship.org/uc/item/6m81f9c8.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cervantes, Laura A. “Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline.” 2015. Web. 28 Feb 2021.

Vancouver:

Cervantes LA. Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline. [Internet] [Thesis]. UCLA; 2015. [cited 2021 Feb 28]. Available from: http://www.escholarship.org/uc/item/6m81f9c8.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cervantes LA. Examining Pre-Service Teachers’ Preference for Student Classroom Behavior and use of Discipline. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/6m81f9c8

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – Sacramento

2. Hooks, Austin. Perceptions of anti-blackness and the school-to-prison pipeline.

Degree: MSW, Social Work, 2019, California State University – Sacramento

URL: http://hdl.handle.net/10211.3/210274

► There is a myriad of data regarding racism, criminal justice, and the school-to-prison pipeline, however more insight is needed to better understand the relationships between… (more)

Subjects/Keywords: Anti-blackness; School discipline; Racism; Social justice; School-to-prison pipeline

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hooks, A. (2019). Perceptions of anti-blackness and the school-to-prison pipeline. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/210274

Chicago Manual of Style (16^th Edition):

Hooks, Austin. “Perceptions of anti-blackness and the school-to-prison pipeline.” 2019. Masters Thesis, California State University – Sacramento. Accessed February 28, 2021. http://hdl.handle.net/10211.3/210274.

MLA Handbook (7^th Edition):

Hooks, Austin. “Perceptions of anti-blackness and the school-to-prison pipeline.” 2019. Web. 28 Feb 2021.

Vancouver:

Hooks A. Perceptions of anti-blackness and the school-to-prison pipeline. [Internet] [Masters thesis]. California State University – Sacramento; 2019. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10211.3/210274.

Council of Science Editors:

Hooks A. Perceptions of anti-blackness and the school-to-prison pipeline. [Masters Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/210274

Humboldt State University

3. Lieb, Tess. Teen Court project.

Degree: MA, Social Work, 2013, Humboldt State University

URL: http://hdl.handle.net/2148/1514

► The school to prison pipeline is the problematic phenomenon of funneling children out of schools and into the prison system. The Council of State Governments… (more)

Subjects/Keywords: School to prison pipeline; Zero tolerance; Alternatives; Survey

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lieb, T. (2013). Teen Court project. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/1514

Chicago Manual of Style (16^th Edition):

Lieb, Tess. “Teen Court project.” 2013. Masters Thesis, Humboldt State University. Accessed February 28, 2021. http://hdl.handle.net/2148/1514.

MLA Handbook (7^th Edition):

Lieb, Tess. “Teen Court project.” 2013. Web. 28 Feb 2021.

Vancouver:

Lieb T. Teen Court project. [Internet] [Masters thesis]. Humboldt State University; 2013. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/2148/1514.

Council of Science Editors:

Lieb T. Teen Court project. [Masters Thesis]. Humboldt State University; 2013. Available from: http://hdl.handle.net/2148/1514

Vanderbilt University

4. Houston, Stacey LaMar II. Education and Health: Race and Gender Variations in the Causes and Consequences of Criminal Justice Involvement.

Degree: PhD, Sociology, 2018, Vanderbilt University

URL: http://hdl.handle.net/1803/11659

► The United States has experienced a dramatic growth and recent stabilization in incarceration rates. Within the past 40 years, the prison population increased five-fold. Today,… (more)

▼ The United States has experienced a dramatic growth and recent stabilization in incarceration rates. Within the past 40 years, the prison population increased five-fold. Today, the rate of incarceration in America surpasses that of any other nation in the world. The larger problem is that the distribution of criminal justice involvement is not random across individuals in the United States. This three-paper dissertation investigates school discipline as source of disproportionately high rates of incarceration and poor mental health as a subsequent outcome of criminal justice involvement. Data for Paper 1 and Paper 2 come from the National Longitudinal Survey of Youth 1997 Cohort. Paper 1 explores the relationship between suspension from primary and secondary school and later chances of incarceration. In this paper, I find support for the school-to-prison pipeline; that being suspended increases odds of incarceration as a young adult but only for Black and White males. Paper 2 examines the link between having an arrest history during youth and adolescence and depressive symptoms as a young adult. I find that the stress of being arrested proliferates through alcohol use and self-rated health to increase depressive symptomatology uniquely according to race and gender. Paper 3 explores a racial/ethnic group identity as a source of racial/ethnic heterogeneity in the relationship between arrest history and mental health. Racial/ethnic group identity appears to moderate this relationship such that only individuals who have not been arrested benefit from the protective effect of having a strong racial/ethnic identity. However, this finding was true for African Americans and Whites but not Caribbean Blacks. This dissertation demonstrates that schools are a contributor to the mass incarceration problem in America and its concentration among Black males. The findings also suggest that becoming involved with the criminal justice system diminishes well-being. By investigating the relationships among school discipline, criminal justice involvement, and mental health among a relatively young sample, this work contributes to a mounting conversation on the harm of the American criminal justice system. Advisors/Committee Members: Richard N. Pitt, Ph.D. (committee member), Evelyn J. Patterson, Ph.D. (committee member), Ebony O. McGee, Ph. D. (committee member), C. André Christie-Mizell (Committee Chair).

Subjects/Keywords: discipline; punishment; inequality; quantitative methods; mental health; school-to-prison pipeline

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Houston, S. L. I. (2018). Education and Health: Race and Gender Variations in the Causes and Consequences of Criminal Justice Involvement. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11659

Chicago Manual of Style (16^th Edition):

Houston, Stacey LaMar II. “Education and Health: Race and Gender Variations in the Causes and Consequences of Criminal Justice Involvement.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed February 28, 2021. http://hdl.handle.net/1803/11659.

MLA Handbook (7^th Edition):

Houston, Stacey LaMar II. “Education and Health: Race and Gender Variations in the Causes and Consequences of Criminal Justice Involvement.” 2018. Web. 28 Feb 2021.

Vancouver:

Houston SLI. Education and Health: Race and Gender Variations in the Causes and Consequences of Criminal Justice Involvement. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/1803/11659.

Council of Science Editors:

Houston SLI. Education and Health: Race and Gender Variations in the Causes and Consequences of Criminal Justice Involvement. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/11659

California State University – Sacramento

5. Davis, Rachael S. Exploring juvenile delinquency and the link to literacy.

Degree: MA, Education (Language and Literacy, 2020, California State University – Sacramento

URL: http://hdl.handle.net/10211.3/217126

► Juvenile delinquency and education are a subject that lacks streamlined research for many reasons. According to a report by Sawyer and Wagner (2020) of the… (more)

▼ Juvenile delinquency and education are a subject that lacks streamlined research for many reasons. According to a report by Sawyer and Wagner (2020) of the Prison Policy Initiative, each institution and system collects its own data for its own purposes. Data may not be consistent with data coming from other systems, so some individuals may be counted more than once or not at all. Culminating research is difficult for this reason, and therefore, not much reliable data on the system as a whole is available. The lack of streamlined data is problematic in evaluating what impact incarceration has had on children. There are common experiences and factors of those who struggle with literacy and find themselves involved in the criminal justice system, especially at a young age. The field as a whole is lacking in research of educational factors, especially specific areas such as literacy. Data was collected through a survey that utilized both qualitative and quantitative items. Participants were recruited through a snowball method and posters placed strategically around Sacramento, California. Qualifying for participation in this survey required individuals to be over the age of 18 years old and to have been previously incarcerated. I collected 16 responses to my survey and reported them as descriptive statistics. It is clear that there is not just one reason that students who struggle academically often find themselves involved in the criminal justice system. There are many factors, including access, attitudes, and experiences with school, and more specifically, reading. Other findings from this research included an overrepresentation of minority juveniles in the justice system and lack of access to books. Consistent with other studies, this research found that many individuals who were once involved in the justice system struggled in school, had a difficult time with reading, and some were even told they had a learning disability. The education policies currently in place have let down some of the most vulnerable populations in our nation. There is much work to be done in all areas involved including education, juvenile justice, prison reform, and family literacy. Advisors/Committee Members: Pimentel, Katrina K..

Subjects/Keywords: Juvenile delinquency; Literacy; Reading; School-to-prison pipeline

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Davis, R. S. (2020). Exploring juvenile delinquency and the link to literacy. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/217126

Chicago Manual of Style (16^th Edition):

Davis, Rachael S. “Exploring juvenile delinquency and the link to literacy.” 2020. Masters Thesis, California State University – Sacramento. Accessed February 28, 2021. http://hdl.handle.net/10211.3/217126.

MLA Handbook (7^th Edition):

Davis, Rachael S. “Exploring juvenile delinquency and the link to literacy.” 2020. Web. 28 Feb 2021.

Vancouver:

Davis RS. Exploring juvenile delinquency and the link to literacy. [Internet] [Masters thesis]. California State University – Sacramento; 2020. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10211.3/217126.

Council of Science Editors:

Davis RS. Exploring juvenile delinquency and the link to literacy. [Masters Thesis]. California State University – Sacramento; 2020. Available from: http://hdl.handle.net/10211.3/217126

University of Houston

6. Dandridge, Cheryl. When Monday Comes: Exclusionary Discipline for African Americans, Hispanics, Students with Disabilities, and Students from Lower Socioeconomic Backgrounds in the State of Texas.

Degree: EdD, Professional Leadership, Education, 2020, University of Houston

URL: http://hdl.handle.net/10657/6679

► Background/Problem Statement: National data shows the use of exclusionary discipline causes disproportionality and overrepresentation in school discipline. Research shows that African Americans, Hispanics, and students… (more)

▼ Background/Problem Statement: National data shows the use of exclusionary discipline causes disproportionality and overrepresentation in school discipline. Research shows that African Americans, Hispanics, and students with disabilities have been placed in Discipline Alternative Education Programs (DAEPs) at higher rates than other student subgroups. Purpose/Research: The study examined the rates and trends of placement into DAEPs over a 5-year period for African American and Hispanic students, students with disabilities, and students from low socioeconomic backgrounds in the state of Texas and in Region 4. Specifically, the study addressed the following research questions, (1) What is the rate of placement into a DAEP for subgroups of students based on race/ethnicity, special education eligibility, and socioeconomic status in Texas and Region 4 from 2013 to 2018?; (2) What is the rate of referrals for discretionary versus mandatory placements into a DAEP for these same subgroups of students in Texas and Region 4?; and (3) What is the rate of placement into a DAEP, both mandatory and discretionary, by race/ethnicity within Region 4’s five largest (ISDs) from 2017–2018?. Methods: This study was quantitative and relied on a descriptive research design to analyze variables of interest. Data was retrieved electronically from Texas Education Agency (TEA) and examined discipline practices across race/ethnicity, disability, and/or social economic status. These analyses were conducted using historical data in Texas, Region 4, and within Region 4’s five largest (ISDs). The sample period was from 2013 to 2018 and the population of students included all students placed into a DAEP setting in the public-school system in Texas, Region 4, and within Region 4’s five largest (ISDs), for a period of one year, 2017–2018. Results: Overall DAEP percentages show that African Americans, students with disabilities, and students from low-SES backgrounds were over-represented as students assigned to DAEP. African American students had higher percentages of discretionary referrals and lower percentages of mandatory referrals in comparison to overall TX and Region 4 data and compared to other subgroups. In Region 4’s largest ISDs, district data suggested that African American students were overrepresented and White students were underrepresented in DAEP placements. Conclusion: Results provide evidence of disproportionate representation of specific subgroups of students based on race/ethnicity, disability status, and SES, within the sample of students referred for DAEP. The results point towards a need to explore the rational regarding student referrals to DAEP, including discretionary placements for African American students. These results point to a critical need to understand the negative impact DAEP placements can have on important student outcomes such as achievement, graduation, state testing scores, and the social phenomenon of the school to prison pipeline. Additional research on exclusionary discipline beyond TX is warranted to better… Advisors/Committee Members: Kent, Shawn (advisor), Hawkins, Jacqueline (committee member), Antonelli, Janeen (committee member), Lewis, Garey (committee member).

Subjects/Keywords: DAEP; exclusionary discipline; overrepresentation; disproportionality; school to prison pipeline; zero tolerance

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dandridge, C. (2020). When Monday Comes: Exclusionary Discipline for African Americans, Hispanics, Students with Disabilities, and Students from Lower Socioeconomic Backgrounds in the State of Texas. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/6679

Chicago Manual of Style (16^th Edition):

Dandridge, Cheryl. “When Monday Comes: Exclusionary Discipline for African Americans, Hispanics, Students with Disabilities, and Students from Lower Socioeconomic Backgrounds in the State of Texas.” 2020. Doctoral Dissertation, University of Houston. Accessed February 28, 2021. http://hdl.handle.net/10657/6679.

MLA Handbook (7^th Edition):

Dandridge, Cheryl. “When Monday Comes: Exclusionary Discipline for African Americans, Hispanics, Students with Disabilities, and Students from Lower Socioeconomic Backgrounds in the State of Texas.” 2020. Web. 28 Feb 2021.

Vancouver:

Dandridge C. When Monday Comes: Exclusionary Discipline for African Americans, Hispanics, Students with Disabilities, and Students from Lower Socioeconomic Backgrounds in the State of Texas. [Internet] [Doctoral dissertation]. University of Houston; 2020. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10657/6679.

Council of Science Editors:

Dandridge C. When Monday Comes: Exclusionary Discipline for African Americans, Hispanics, Students with Disabilities, and Students from Lower Socioeconomic Backgrounds in the State of Texas. [Doctoral Dissertation]. University of Houston; 2020. Available from: http://hdl.handle.net/10657/6679

University of Houston

7. Cisneros, Frank Nicolas. Lowering Suspension and Office Referrals within an Urban Middle School: A Variable in Disrupting the School-to-Prison Pipeline.

Degree: EdD, Curriculum and Instruction, University of Houston

URL: http://hdl.handle.net/10657/2663

► Background: Stakeholders in the educational community have many tools that can lower school suspension rates and disrupt the school-to-prison pipeline. Methods and resources require school… (more)

Subjects/Keywords: School-to-Prison Pipeline; Suspensions

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cisneros, F. N. (n.d.). Lowering Suspension and Office Referrals within an Urban Middle School: A Variable in Disrupting the School-to-Prison Pipeline. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/2663

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Chicago Manual of Style (16^th Edition):

Cisneros, Frank Nicolas. “Lowering Suspension and Office Referrals within an Urban Middle School: A Variable in Disrupting the School-to-Prison Pipeline.” Doctoral Dissertation, University of Houston. Accessed February 28, 2021. http://hdl.handle.net/10657/2663.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

MLA Handbook (7^th Edition):

Cisneros, Frank Nicolas. “Lowering Suspension and Office Referrals within an Urban Middle School: A Variable in Disrupting the School-to-Prison Pipeline.” Web. 28 Feb 2021.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Cisneros FN. Lowering Suspension and Office Referrals within an Urban Middle School: A Variable in Disrupting the School-to-Prison Pipeline. [Internet] [Doctoral dissertation]. University of Houston; [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10657/2663.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Council of Science Editors:

Cisneros FN. Lowering Suspension and Office Referrals within an Urban Middle School: A Variable in Disrupting the School-to-Prison Pipeline. [Doctoral Dissertation]. University of Houston; Available from: http://hdl.handle.net/10657/2663

Note: this citation may be lacking information needed for this citation format:
No year of publication.

University of Houston

8. Burren, Roni. In Their Words: Eleventh Grade Black Boy Voices Regarding Their Suspensions and Literacy.

Degree: PhD, Curriculum and Instruction, 2017, University of Houston

URL: http://hdl.handle.net/10657/4843

► Background: Black boys often lie at the center of academic discourse. Conversations about the school to prison pipeline and literacy often point to grim school… (more)

Subjects/Keywords: Suspensions; Black boys; Literacy; School to prison pipeline

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Burren, R. (2017). In Their Words: Eleventh Grade Black Boy Voices Regarding Their Suspensions and Literacy. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4843

Chicago Manual of Style (16^th Edition):

Burren, Roni. “In Their Words: Eleventh Grade Black Boy Voices Regarding Their Suspensions and Literacy.” 2017. Doctoral Dissertation, University of Houston. Accessed February 28, 2021. http://hdl.handle.net/10657/4843.

MLA Handbook (7^th Edition):

Burren, Roni. “In Their Words: Eleventh Grade Black Boy Voices Regarding Their Suspensions and Literacy.” 2017. Web. 28 Feb 2021.

Vancouver:

Burren R. In Their Words: Eleventh Grade Black Boy Voices Regarding Their Suspensions and Literacy. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10657/4843.

Council of Science Editors:

Burren R. In Their Words: Eleventh Grade Black Boy Voices Regarding Their Suspensions and Literacy. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/4843

SUNY College at Brockport

9. Kaminska, Cody. Preparing New Teachers to Manage the Modern Classroom.

Degree: MSEd, Education and Human Development, 2018, SUNY College at Brockport

URL: https://digitalcommons.brockport.edu/ehd_theses/1214

► Classroom management is broadly defined as the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, on task,… (more)

Subjects/Keywords: Classroom Management; Pedagogy; School to Prison Pipeline; Education; Secondary Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kaminska, C. (2018). Preparing New Teachers to Manage the Modern Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1214

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kaminska, Cody. “Preparing New Teachers to Manage the Modern Classroom.” 2018. Thesis, SUNY College at Brockport. Accessed February 28, 2021. https://digitalcommons.brockport.edu/ehd_theses/1214.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kaminska, Cody. “Preparing New Teachers to Manage the Modern Classroom.” 2018. Web. 28 Feb 2021.

Vancouver:

Kaminska C. Preparing New Teachers to Manage the Modern Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2018. [cited 2021 Feb 28]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1214.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kaminska C. Preparing New Teachers to Manage the Modern Classroom. [Thesis]. SUNY College at Brockport; 2018. Available from: https://digitalcommons.brockport.edu/ehd_theses/1214

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Louisiana State University

10. Antoine, Kristen Alana. Prison to School to Redemption: A Full Circle Channel to the Complete ‘School-to-Prison Pipeline’.

Degree: PhD, Education, 2017, Louisiana State University

URL: etd-07062017-142222 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4345

► The purpose of this study was to investigate education and self-efficacy for incarcerated men who have chosen to pursue post-secondary educations despite being in the… (more)

▼ The purpose of this study was to investigate education and self-efficacy for incarcerated men who have chosen to pursue post-secondary educations despite being in the confinement of the PIC. A narrative inquiry design was used. This is where the story of a real life problem or situation is used to provide sufficient background data in order to analyze and solve a problem. It was important to share the stories of the participants so that readers could understand the overall effects of education and religion in this culture. The study data was collected through participant letters, face-to-face discussion, PASCI survey, artifacts, and researcher’s notebook. The process of triangulation, where the sources were verified, validating or disconfirming, was used. The findings in the study revealed six themes: K-12 Education Issues that Contributed to Incarceration and the School-to-Prison Pipeline where the participants repeatedly discussed how their lack of interest in school led their dropouts; Impact of Earning a Degree While Incarcerated on Self-Esteem where the participants overwhelming noted that their presently high sense of self and self-worth was not enhanced by their experience, but their purpose and drive, as well as their need to spread the word of God was enhanced; Background Issues that Contributed to Incarceration where the issues of parental involvement, age and brain development at the age of incarceration, and discipline were repeatedly noted; NOBTS Experience that Led to Growth and Positive Reintegration into Society where personal growth, enhanced religious conviction, teaching, and sharing were discussed by the currently incarcerated men, and the success of reintegration was discussed by the returning citizen; Mechanisms that Led to the Culture Shift within the Prison where the cultural shift was attributed more so to the administrative changes, the new system of privileges and morality, and the individual inmate personal changes within that led to the decrease in violence and calmed environment; and Participant Self-Evaluation of Their Path through the School-to-Prison Pipeline where the participants reported factors that impacted their experience as youth that contributed to their eventual imprisonment such as poverty, dropping out of school, street life, and their K-12 environment.

Subjects/Keywords: post-secondary correctional education; school-to-prison pipeline

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Antoine, K. A. (2017). Prison to School to Redemption: A Full Circle Channel to the Complete ‘School-to-Prison Pipeline’. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07062017-142222 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4345

Chicago Manual of Style (16^th Edition):

Antoine, Kristen Alana. “Prison to School to Redemption: A Full Circle Channel to the Complete ‘School-to-Prison Pipeline’.” 2017. Doctoral Dissertation, Louisiana State University. Accessed February 28, 2021. etd-07062017-142222 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4345.

MLA Handbook (7^th Edition):

Antoine, Kristen Alana. “Prison to School to Redemption: A Full Circle Channel to the Complete ‘School-to-Prison Pipeline’.” 2017. Web. 28 Feb 2021.

Vancouver:

Antoine KA. Prison to School to Redemption: A Full Circle Channel to the Complete ‘School-to-Prison Pipeline’. [Internet] [Doctoral dissertation]. Louisiana State University; 2017. [cited 2021 Feb 28]. Available from: etd-07062017-142222 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4345.

Council of Science Editors:

Antoine KA. Prison to School to Redemption: A Full Circle Channel to the Complete ‘School-to-Prison Pipeline’. [Doctoral Dissertation]. Louisiana State University; 2017. Available from: etd-07062017-142222 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4345

University of Oklahoma

11. Thomas, Joy. Confronting Mass Incarceration as Cultural Miseducation: A Symbolic Interactionist Approach.

Degree: PhD, 2015, University of Oklahoma

URL: http://hdl.handle.net/11244/14667

► When strong expectations for societal compliance to societal ills, including miseducation, result in mass incarceration of disenfranchised communities; suffering can occur. The more acerbic the… (more)

Subjects/Keywords: Mass Incarceration; Restorative Practice; School to Prison Pipeline; Miseducation

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Thomas, J. (2015). Confronting Mass Incarceration as Cultural Miseducation: A Symbolic Interactionist Approach. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14667

Chicago Manual of Style (16^th Edition):

Thomas, Joy. “Confronting Mass Incarceration as Cultural Miseducation: A Symbolic Interactionist Approach.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed February 28, 2021. http://hdl.handle.net/11244/14667.

MLA Handbook (7^th Edition):

Thomas, Joy. “Confronting Mass Incarceration as Cultural Miseducation: A Symbolic Interactionist Approach.” 2015. Web. 28 Feb 2021.

Vancouver:

Thomas J. Confronting Mass Incarceration as Cultural Miseducation: A Symbolic Interactionist Approach. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/11244/14667.

Council of Science Editors:

Thomas J. Confronting Mass Incarceration as Cultural Miseducation: A Symbolic Interactionist Approach. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14667

12. Paynter, Michael Lee. Exploring a School Culture and Climate Where Students Can FLOURISH: Using Focus Group Methodology to Capture Key Stakeholder Perceptions About School Culture and Climate in an Alternative Education High School.

Degree: Doctor of Education (EdD), Education, 2017, San Jose State University

URL: https://doi.org/10.31979/etd.9evj-9bsc ; https://scholarworks.sjsu.edu/etd_dissertations/9

► This study was a qualitative action research project that involved focus groups of key stakeholders at an alternative education high school including: students, teaching… (more)

Subjects/Keywords: Alternative Education; Focus Groups; School Climate; School Culture; School to Prison Pipeline; Trauma Informed Care

9 more images…

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Paynter, M. L. (2017). Exploring a School Culture and Climate Where Students Can FLOURISH: Using Focus Group Methodology to Capture Key Stakeholder Perceptions About School Culture and Climate in an Alternative Education High School. (Doctoral Dissertation). San Jose State University. Retrieved from https://doi.org/10.31979/etd.9evj-9bsc ; https://scholarworks.sjsu.edu/etd_dissertations/9

Chicago Manual of Style (16^th Edition):

Paynter, Michael Lee. “Exploring a School Culture and Climate Where Students Can FLOURISH: Using Focus Group Methodology to Capture Key Stakeholder Perceptions About School Culture and Climate in an Alternative Education High School.” 2017. Doctoral Dissertation, San Jose State University. Accessed February 28, 2021. https://doi.org/10.31979/etd.9evj-9bsc ; https://scholarworks.sjsu.edu/etd_dissertations/9.

MLA Handbook (7^th Edition):

Paynter, Michael Lee. “Exploring a School Culture and Climate Where Students Can FLOURISH: Using Focus Group Methodology to Capture Key Stakeholder Perceptions About School Culture and Climate in an Alternative Education High School.” 2017. Web. 28 Feb 2021.

Vancouver:

Paynter ML. Exploring a School Culture and Climate Where Students Can FLOURISH: Using Focus Group Methodology to Capture Key Stakeholder Perceptions About School Culture and Climate in an Alternative Education High School. [Internet] [Doctoral dissertation]. San Jose State University; 2017. [cited 2021 Feb 28]. Available from: https://doi.org/10.31979/etd.9evj-9bsc ; https://scholarworks.sjsu.edu/etd_dissertations/9.

Council of Science Editors:

Paynter ML. Exploring a School Culture and Climate Where Students Can FLOURISH: Using Focus Group Methodology to Capture Key Stakeholder Perceptions About School Culture and Climate in an Alternative Education High School. [Doctoral Dissertation]. San Jose State University; 2017. Available from: https://doi.org/10.31979/etd.9evj-9bsc ; https://scholarworks.sjsu.edu/etd_dissertations/9

California State University – Sacramento

13. Schirmer, Gabriela. MSW II student's perceptions of the school to prison pipeline.

Degree: MSW, Social Work, 2020, California State University – Sacramento

URL: http://hdl.handle.net/10211.3/216491

► This study examined the perceptions of second year MSW students at California State University, Sacramento on how various characteristics created the school to prison pipeline.… (more)

Subjects/Keywords: Perceptions; School to prison pipeline; Education inequality; Zero tolerance policies; Schoolhouse to jailhouse; Mass incarceration

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Schirmer, G. (2020). MSW II student's perceptions of the school to prison pipeline. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/216491

Chicago Manual of Style (16^th Edition):

Schirmer, Gabriela. “MSW II student's perceptions of the school to prison pipeline.” 2020. Masters Thesis, California State University – Sacramento. Accessed February 28, 2021. http://hdl.handle.net/10211.3/216491.

MLA Handbook (7^th Edition):

Schirmer, Gabriela. “MSW II student's perceptions of the school to prison pipeline.” 2020. Web. 28 Feb 2021.

Vancouver:

Schirmer G. MSW II student's perceptions of the school to prison pipeline. [Internet] [Masters thesis]. California State University – Sacramento; 2020. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10211.3/216491.

Council of Science Editors:

Schirmer G. MSW II student's perceptions of the school to prison pipeline. [Masters Thesis]. California State University – Sacramento; 2020. Available from: http://hdl.handle.net/10211.3/216491

UCLA

14. VAZQUEZ, ELIZABETH. “It’s just harder now. It’s not the same.”: Striving, Getting By, Resisting and (Dis)engaging Students’ Perspectives on the Academic and Social Consequences of Suspension, Expulsion and Student Reentry.

Degree: Education, 2015, UCLA

URL: http://www.escholarship.org/uc/item/4c6007gh

► The stories that appear in this dissertation present a microcosm of the outcomes associated with exclusionary school discipline policies throughout the United States. Every year,… (more)

▼ The stories that appear in this dissertation present a microcosm of the outcomes associated with exclusionary school discipline policies throughout the United States. Every year, U.S. schools exclude millions of students from school by use of suspension or expulsion. While exclusionary discipline rates have dropped in recent years, quantitative data fails to provide a comprehensive analysis of the context in which students are removed from school and later reinstated. School discipline studies rarely include student accounts; even less is documented about post-exclusion experiences of students who have not been confined or those entering traditional school settings, particularly expelled students. This paucity in research fails to contribute to our understanding of challenges and successes experienced by returning students at various phases of readmission to school and misses nuances associated with exclusionary discipline.Acknowledging and effectively addressing the educational needs of returning students requires research such as the present study. This qualitative study adds a new dimension to existing research on exclusionary discipline by documenting the experiences and reintegration processes faced by students who are readmitted into their original district. This study highlights student voice and analyzes the complex outcomes of exclusionary discipline measures, the challenges and opportunities returning students experienced, and how schools might support students during and after expulsion. Symbolic interaction helps us understand how meaning is co-constructed through interaction between individuals; students interpret and define these exchanges. As this study reveals, expelled students had a positive attitude about reinstatement that conditions and a lack of support quickly dashed. Students’ narratives illuminate the complex needs and subtle academic, social, and personal consequences of exclusionary discipline. This dissertation concludes with methodological and theoretical contributions. I argue for a comprehensive account of school discipline that includes an examination of the interactive and complex factors associated with student reentry. With specific policy proposals for reform, I hope to aid policy makers, educators, parents, and advocates to reflect on current disciplinary practices and work toward student discipline policies that keep students in school while promoting safe and secure learning environments to serve the needs of every student.

Subjects/Keywords: Education; Sociology; Education policy; Expulsion; Qualitative; School discipline; School-to-Prison Pipeline; Sociology; Youth reentry

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

VAZQUEZ, E. (2015). “It’s just harder now. It’s not the same.”: Striving, Getting By, Resisting and (Dis)engaging Students’ Perspectives on the Academic and Social Consequences of Suspension, Expulsion and Student Reentry. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/4c6007gh

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

VAZQUEZ, ELIZABETH. ““It’s just harder now. It’s not the same.”: Striving, Getting By, Resisting and (Dis)engaging Students’ Perspectives on the Academic and Social Consequences of Suspension, Expulsion and Student Reentry.” 2015. Thesis, UCLA. Accessed February 28, 2021. http://www.escholarship.org/uc/item/4c6007gh.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

VAZQUEZ, ELIZABETH. ““It’s just harder now. It’s not the same.”: Striving, Getting By, Resisting and (Dis)engaging Students’ Perspectives on the Academic and Social Consequences of Suspension, Expulsion and Student Reentry.” 2015. Web. 28 Feb 2021.

Vancouver:

VAZQUEZ E. “It’s just harder now. It’s not the same.”: Striving, Getting By, Resisting and (Dis)engaging Students’ Perspectives on the Academic and Social Consequences of Suspension, Expulsion and Student Reentry. [Internet] [Thesis]. UCLA; 2015. [cited 2021 Feb 28]. Available from: http://www.escholarship.org/uc/item/4c6007gh.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

VAZQUEZ E. “It’s just harder now. It’s not the same.”: Striving, Getting By, Resisting and (Dis)engaging Students’ Perspectives on the Academic and Social Consequences of Suspension, Expulsion and Student Reentry. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/4c6007gh

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Griffin, Daniela Alexandria. Funneled Into Prison: Race And Behavior Modification At A Mississippi Alternative School.

Degree: MA, Sociology and Anthropology, 2016, University of Mississippi

URL: https://egrove.olemiss.edu/etd/845

► African American youth are 3.5 times more likely than their white counterparts to be expelled from traditional public schools and sent to an alternative school—an… (more)

Subjects/Keywords: African American Boys; Alternative Education; Behavior Modification Program; School Discipline; School-To-Prison Pipeline; Sociology

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Griffin, D. A. (2016). Funneled Into Prison: Race And Behavior Modification At A Mississippi Alternative School. (Masters Thesis). University of Mississippi. Retrieved from https://egrove.olemiss.edu/etd/845

Chicago Manual of Style (16^th Edition):

Griffin, Daniela Alexandria. “Funneled Into Prison: Race And Behavior Modification At A Mississippi Alternative School.” 2016. Masters Thesis, University of Mississippi. Accessed February 28, 2021. https://egrove.olemiss.edu/etd/845.

MLA Handbook (7^th Edition):

Griffin, Daniela Alexandria. “Funneled Into Prison: Race And Behavior Modification At A Mississippi Alternative School.” 2016. Web. 28 Feb 2021.

Vancouver:

Griffin DA. Funneled Into Prison: Race And Behavior Modification At A Mississippi Alternative School. [Internet] [Masters thesis]. University of Mississippi; 2016. [cited 2021 Feb 28]. Available from: https://egrove.olemiss.edu/etd/845.

Council of Science Editors:

Griffin DA. Funneled Into Prison: Race And Behavior Modification At A Mississippi Alternative School. [Masters Thesis]. University of Mississippi; 2016. Available from: https://egrove.olemiss.edu/etd/845

16. Ray, Patricia. Defining Defiance: African-American Middle School Students’ Perspective on the Impact of Teachers’ Disciplinary Referrals.

Degree: Doctorate in Education, Education, 2015, Loyola Marymount University

URL: https://digitalcommons.lmu.edu/etd/182

► The purpose of this study is to understand how African-American males enrolled in middle school in Los Angeles County experienced and understood the application… (more)

Subjects/Keywords: African Americans; Boys; Discipline; Middle School; School-to-Prison-Pipeline; Suspension; Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ray, P. (2015). Defining Defiance: African-American Middle School Students’ Perspective on the Impact of Teachers’ Disciplinary Referrals. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/182

Chicago Manual of Style (16^th Edition):

Ray, Patricia. “Defining Defiance: African-American Middle School Students’ Perspective on the Impact of Teachers’ Disciplinary Referrals.” 2015. Doctoral Dissertation, Loyola Marymount University. Accessed February 28, 2021. https://digitalcommons.lmu.edu/etd/182.

MLA Handbook (7^th Edition):

Ray, Patricia. “Defining Defiance: African-American Middle School Students’ Perspective on the Impact of Teachers’ Disciplinary Referrals.” 2015. Web. 28 Feb 2021.

Vancouver:

Ray P. Defining Defiance: African-American Middle School Students’ Perspective on the Impact of Teachers’ Disciplinary Referrals. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2015. [cited 2021 Feb 28]. Available from: https://digitalcommons.lmu.edu/etd/182.

Council of Science Editors:

Ray P. Defining Defiance: African-American Middle School Students’ Perspective on the Impact of Teachers’ Disciplinary Referrals. [Doctoral Dissertation]. Loyola Marymount University; 2015. Available from: https://digitalcommons.lmu.edu/etd/182

17. Lynch, Caitlin Grace. School Resource Officers and the School-to-Prison Pipeline: A Mixed Methods Application of the Behavior of Law in Schools.

Degree: PhD, Sociology/Criminal Justice, 2017, Old Dominion University

URL: 9780355407860 ; https://digitalcommons.odu.edu/sociology_criminaljustice_etds/13

► The implementation of school resource officer programs has been a popular response to school-based violence in the United States. Parents, school officials, and policy… (more)

Subjects/Keywords: Behavior of law; School resource officers; School-to-prison pipeline; Criminology; Criminology and Criminal Justice

1 more image…

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lynch, C. G. (2017). School Resource Officers and the School-to-Prison Pipeline: A Mixed Methods Application of the Behavior of Law in Schools. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355407860 ; https://digitalcommons.odu.edu/sociology_criminaljustice_etds/13

Chicago Manual of Style (16^th Edition):

Lynch, Caitlin Grace. “School Resource Officers and the School-to-Prison Pipeline: A Mixed Methods Application of the Behavior of Law in Schools.” 2017. Doctoral Dissertation, Old Dominion University. Accessed February 28, 2021. 9780355407860 ; https://digitalcommons.odu.edu/sociology_criminaljustice_etds/13.

MLA Handbook (7^th Edition):

Lynch, Caitlin Grace. “School Resource Officers and the School-to-Prison Pipeline: A Mixed Methods Application of the Behavior of Law in Schools.” 2017. Web. 28 Feb 2021.

Vancouver:

Lynch CG. School Resource Officers and the School-to-Prison Pipeline: A Mixed Methods Application of the Behavior of Law in Schools. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2021 Feb 28]. Available from: 9780355407860 ; https://digitalcommons.odu.edu/sociology_criminaljustice_etds/13.

Council of Science Editors:

Lynch CG. School Resource Officers and the School-to-Prison Pipeline: A Mixed Methods Application of the Behavior of Law in Schools. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9780355407860 ; https://digitalcommons.odu.edu/sociology_criminaljustice_etds/13

University of Texas – Austin

18. Asase, Dagny Adjoa. Falling through the cracks : community based programs fill in the gaps that school discipline leaves behind.

Degree: MA, Journalism, 2014, University of Texas – Austin

URL: http://hdl.handle.net/2152/26293

► The purpose of this report is to focus on the school-to-prison pipeline and the need to intervene with school discipline that pushes students out of… (more)

Subjects/Keywords: School-to-prison pipeline; School discipline; Restorative justice; Youth Court; Criminal justice system; Education policy

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Asase, D. A. (2014). Falling through the cracks : community based programs fill in the gaps that school discipline leaves behind. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26293

Chicago Manual of Style (16^th Edition):

Asase, Dagny Adjoa. “Falling through the cracks : community based programs fill in the gaps that school discipline leaves behind.” 2014. Masters Thesis, University of Texas – Austin. Accessed February 28, 2021. http://hdl.handle.net/2152/26293.

MLA Handbook (7^th Edition):

Asase, Dagny Adjoa. “Falling through the cracks : community based programs fill in the gaps that school discipline leaves behind.” 2014. Web. 28 Feb 2021.

Vancouver:

Asase DA. Falling through the cracks : community based programs fill in the gaps that school discipline leaves behind. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/2152/26293.

Council of Science Editors:

Asase DA. Falling through the cracks : community based programs fill in the gaps that school discipline leaves behind. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26293

University of Cincinnati

19. Morgan, Mark A. Too Cruel for School: Exclusionary Discipline and the Incorrigible Student.

Degree: PhD, Education, Criminal Justice, and Human Services: Criminal Justice, 2018, University of Cincinnati

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535467231530543

► Maintaining order in the classroom is one of the most important responsibilities of a teacher. Historically, during the colonial era in America, educators often relied… (more)

▼ Maintaining order in the classroom is one of the most important responsibilities of a teacher. Historically, during the colonial era in America, educators often relied upon the harsh practice of corporal punishment to enforce discipline in accordance with religious tradition. Following the end of the eighteenth century, however, the spread of progressive values led many scholars to challenge its ethical appropriateness in the classroom. As a useful replacement, suspension was employed to removal particularly troublesome students from the school temporarily and, failing that, permanent expulsion. Moreover, rising juvenile crime rates during the early 1900s began to foster a close bond between schools and the criminal justice system. This complementary relationship would eventually lead to the formation of what is now known as the “school-to-prison pipeline”—a metaphorical process by which socially disadvantaged or minority youth are removed from the positive influences of the school and further criminalized. Unfortunately, despite this rhetoric, there has been a lack of detailed research conducted to ascertain how exclusionary discipline operates, why it is used, and the typical characteristics of suspended or expelled students. Using a sample of serious adolescent offenders, this study examines the long-term consequences of school exclusion over a seven-year period on various measures of criminal offending. The findings suggest that the influence of a single suspension is relatively weak, that expulsion is generally detrimental, and that only excessive amounts of cumulative suspensions show a persistent longitudinal effect. Accordingly, a synthesis is provided in an attempt to resolve the conflict between student disciplinary procedures and the fundamental objectives of the school in modern society. Finally, these results are incorporated into a wider body of literature that recognizes the pervasive danger of antagonistic or physically violent children and the damage caused to others by their pernicious presence at school. Advisors/Committee Members: Wright, John (Committee Chair).

Subjects/Keywords: Criminology; school discipline; suspension; expulsion; school-to-prison pipeline; exclusionary discipline; racial disparities

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Morgan, M. A. (2018). Too Cruel for School: Exclusionary Discipline and the Incorrigible Student. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535467231530543

Chicago Manual of Style (16^th Edition):

Morgan, Mark A. “Too Cruel for School: Exclusionary Discipline and the Incorrigible Student.” 2018. Doctoral Dissertation, University of Cincinnati. Accessed February 28, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535467231530543.

MLA Handbook (7^th Edition):

Morgan, Mark A. “Too Cruel for School: Exclusionary Discipline and the Incorrigible Student.” 2018. Web. 28 Feb 2021.

Vancouver:

Morgan MA. Too Cruel for School: Exclusionary Discipline and the Incorrigible Student. [Internet] [Doctoral dissertation]. University of Cincinnati; 2018. [cited 2021 Feb 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535467231530543.

Council of Science Editors:

Morgan MA. Too Cruel for School: Exclusionary Discipline and the Incorrigible Student. [Doctoral Dissertation]. University of Cincinnati; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535467231530543

Arizona State University

20. Nunez-Eddy, Emily Nicole. The Coalescence of Education and Criminal Justice in the United States: The School-Prison Nexus and the Prison-Industrial Complex in a Capitalist Society.

Degree: Social and Cultural Pedagogy, 2020, Arizona State University

URL: http://repository.asu.edu/items/57406

► The education and criminal justice systems have developed in relation to one another, intersected through specific events, policies, practices, and discourses that have ultimately shaped… (more)

Subjects/Keywords: Education; American history; Ethnic studies; Criminalization; Economy; Education; Justice; School-Prison Nexus; School-to-Prison Pipeline

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nunez-Eddy, E. N. (2020). The Coalescence of Education and Criminal Justice in the United States: The School-Prison Nexus and the Prison-Industrial Complex in a Capitalist Society. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/57406

Chicago Manual of Style (16^th Edition):

Nunez-Eddy, Emily Nicole. “The Coalescence of Education and Criminal Justice in the United States: The School-Prison Nexus and the Prison-Industrial Complex in a Capitalist Society.” 2020. Masters Thesis, Arizona State University. Accessed February 28, 2021. http://repository.asu.edu/items/57406.

MLA Handbook (7^th Edition):

Nunez-Eddy, Emily Nicole. “The Coalescence of Education and Criminal Justice in the United States: The School-Prison Nexus and the Prison-Industrial Complex in a Capitalist Society.” 2020. Web. 28 Feb 2021.

Vancouver:

Nunez-Eddy EN. The Coalescence of Education and Criminal Justice in the United States: The School-Prison Nexus and the Prison-Industrial Complex in a Capitalist Society. [Internet] [Masters thesis]. Arizona State University; 2020. [cited 2021 Feb 28]. Available from: http://repository.asu.edu/items/57406.

Council of Science Editors:

Nunez-Eddy EN. The Coalescence of Education and Criminal Justice in the United States: The School-Prison Nexus and the Prison-Industrial Complex in a Capitalist Society. [Masters Thesis]. Arizona State University; 2020. Available from: http://repository.asu.edu/items/57406

Western Kentucky University

21. Carver-Dickens, Krystal. From Education to Incarceration: A Study of School Process Affecting Disproportionate Minority Contact within Hardin County’s Juvenile Justice System.

Degree: MA, Department of Sociology, 2019, Western Kentucky University

URL: https://digitalcommons.wku.edu/theses/3106

► This study seeks to understand how school processes affect disproportionate minority contact within the Hardin County Juvenile Justice System. A study completed by Lovell… (more)

Subjects/Keywords: juveniles; school-to-prison pipeline; zero-tolerance policies; Criminology; Education; Social and Behavioral Sciences

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Carver-Dickens, K. (2019). From Education to Incarceration: A Study of School Process Affecting Disproportionate Minority Contact within Hardin County’s Juvenile Justice System. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/3106

Chicago Manual of Style (16^th Edition):

Carver-Dickens, Krystal. “From Education to Incarceration: A Study of School Process Affecting Disproportionate Minority Contact within Hardin County’s Juvenile Justice System.” 2019. Masters Thesis, Western Kentucky University. Accessed February 28, 2021. https://digitalcommons.wku.edu/theses/3106.

MLA Handbook (7^th Edition):

Carver-Dickens, Krystal. “From Education to Incarceration: A Study of School Process Affecting Disproportionate Minority Contact within Hardin County’s Juvenile Justice System.” 2019. Web. 28 Feb 2021.

Vancouver:

Carver-Dickens K. From Education to Incarceration: A Study of School Process Affecting Disproportionate Minority Contact within Hardin County’s Juvenile Justice System. [Internet] [Masters thesis]. Western Kentucky University; 2019. [cited 2021 Feb 28]. Available from: https://digitalcommons.wku.edu/theses/3106.

Council of Science Editors:

Carver-Dickens K. From Education to Incarceration: A Study of School Process Affecting Disproportionate Minority Contact within Hardin County’s Juvenile Justice System. [Masters Thesis]. Western Kentucky University; 2019. Available from: https://digitalcommons.wku.edu/theses/3106

University of Toronto

22. Gebhard, Amanda Michelle. In School but not of the School: Teaching Aboriginal Students, Inferiorizing Subjectivities, and Schooling Exclusions.

Degree: PhD, 2015, University of Toronto

URL: http://hdl.handle.net/1807/70927

► Education for Aboriginal peoples is championed as a great equalizer and antithetical to a future of incarceration. Even though Aboriginal peoples are experiencing upward trends… (more)

▼ Education for Aboriginal peoples is championed as a great equalizer and antithetical to a future of incarceration. Even though Aboriginal peoples are experiencing upward trends in education, they continue to be incarcerated at ten times the rate of their non-Aboriginal counterparts in the Canadian prairies. This study explores the discursive connections between education and incarceration for Aboriginal students. Specifically, the researcher sought to understand how educators’ normative discourses about learning and school legitimize and make possible the criminalization of Aboriginal students, and how educators work to disrupt normative discourses and open up possibilities for who can be a learner. This study is informed by multiple race frameworks, and poststructural theorizing about knowledge, power and subjectivities, and offers a discourse analysis of interviews with Aboriginal and non-Aboriginal educators working across one prairie province. The central finding of this thesis is that normative discourses about Aboriginal students are exclusionary discourses that position Aboriginal students outside of acceptable learner status, and effectively, outside of settler society. This argument is constructed over three interrelated chapters: Chapter Five demonstrates how cultural discourses are often racializing discourses that allow educators to evade considerations of racism and claim commitment to Aboriginal students, Chapter Six explores how inferiorizing discourses produce Aboriginal students as impossible learners and naturalize schooling exclusions, and Chapter Seven presents the discourse of the taken-for-granted-as-troublesome Aboriginal male student and the normalization of a police presence in schools. Throughout each chapter, the author demonstrates how subjectivities imposed upon Aboriginal students are not only incommensurable with normative expectations of student behaviour, but also at odds with the imagined qualities of citizens of the nation state. Counter-narratives of participants who disrupt normative discourses and produce Aboriginal students as belonging in school are also included. Emphasizing the school as a powerful identity-making space where students learn who they are and where they belong in a settler society, the author suggests race power deployed through normative educational discourses naturalizes spaces of abjection as rightful spaces of belonging for Aboriginal peoples. Advisors/Committee Members: Sykes, Heather, Curriculum, Teaching and Learning.

Subjects/Keywords: Aboriginal education; discourse analysis; racism; school-to-prison pipeline; settler colonialism; teachers; 0515

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gebhard, A. M. (2015). In School but not of the School: Teaching Aboriginal Students, Inferiorizing Subjectivities, and Schooling Exclusions. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/70927

Chicago Manual of Style (16^th Edition):

Gebhard, Amanda Michelle. “In School but not of the School: Teaching Aboriginal Students, Inferiorizing Subjectivities, and Schooling Exclusions.” 2015. Doctoral Dissertation, University of Toronto. Accessed February 28, 2021. http://hdl.handle.net/1807/70927.

MLA Handbook (7^th Edition):

Gebhard, Amanda Michelle. “In School but not of the School: Teaching Aboriginal Students, Inferiorizing Subjectivities, and Schooling Exclusions.” 2015. Web. 28 Feb 2021.

Vancouver:

Gebhard AM. In School but not of the School: Teaching Aboriginal Students, Inferiorizing Subjectivities, and Schooling Exclusions. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/1807/70927.

Council of Science Editors:

Gebhard AM. In School but not of the School: Teaching Aboriginal Students, Inferiorizing Subjectivities, and Schooling Exclusions. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70927

Iowa State University

23. Angton, Alexia. Black girls and the discipline gap: Exploring the early stages of the school-to-prison pipeline.

Degree: 2020, Iowa State University

URL: https://lib.dr.iastate.edu/etd/18273

► For nearly four decades, research has explored racial disparities in school discipline, revealing consistent discrepancies in the discipline of Black students compared to white students… (more)

▼ For nearly four decades, research has explored racial disparities in school discipline, revealing consistent discrepancies in the discipline of Black students compared to white students and other students of color. In these explorations, Black boys have taken precedent as being most susceptible to this discipline gap and deemed most as risk for future involvement in the school-to-prison pipeline. As a result, until recently, the discipline experiences of Black girls had largely been overlooked. More recent literature suggests that there are important disparities in school discipline along race, gender, and class lines. However, less is known about how Black girls experience exclusionary discipline specifically. This dissertation fills this gap in the literature by utilizing a critical quantitative methodology to study differences in suspension odds and rates of 8th grade female students. Utilizing secondary data from the Early Childhood Longitudinal Study – Kindergarten Cohort (ECLS-K), logistic and negative binomial regression analyses were conducted to assess differences in the suspension of Black, Latina, and white girls. Testing a number of demographics, behavioral, school bonding, and school-context factors, this study examines predictors that contribute to discrepancies in school suspension and highlight potential protective factors that may alleviate these disparities. Centering Black girls and utilizing critical race feminist and social bonding lenses, this study advances intersectional scholarship that provides more nuanced understandings of the discipline gap. Results of the study yield some important findings: (1) Black girls are significantly more likely to be suspended and at higher rates than their peers when demographic and school context factors are considered; (2) Black girls’ suspension was most impacted by individual factors that were not consistent across models; (3) for Latina girls, suspension was most strongly associated with school-context factors; (4) white girls’ suspension was associated with a number of individual, behavioral, and school-context factors; and (5) school bonding may provide some protective effects for Black girls as it lessened the significance of race and “problem behavior” on suspension. These findings provide valuable insights for future research on the discipline gap and can help inform more inclusive and equitable learning spaces and disciplinary practices in schools for Black girls.

Subjects/Keywords: black girls; critical race feminism; discipline gap; school to prison pipeline; social bonding; suspension

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Angton, A. (2020). Black girls and the discipline gap: Exploring the early stages of the school-to-prison pipeline. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/18273

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Angton, Alexia. “Black girls and the discipline gap: Exploring the early stages of the school-to-prison pipeline.” 2020. Thesis, Iowa State University. Accessed February 28, 2021. https://lib.dr.iastate.edu/etd/18273.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Angton, Alexia. “Black girls and the discipline gap: Exploring the early stages of the school-to-prison pipeline.” 2020. Web. 28 Feb 2021.

Vancouver:

Angton A. Black girls and the discipline gap: Exploring the early stages of the school-to-prison pipeline. [Internet] [Thesis]. Iowa State University; 2020. [cited 2021 Feb 28]. Available from: https://lib.dr.iastate.edu/etd/18273.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Angton A. Black girls and the discipline gap: Exploring the early stages of the school-to-prison pipeline. [Thesis]. Iowa State University; 2020. Available from: https://lib.dr.iastate.edu/etd/18273

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Colorado State University

24. Taylor, Phillip. Factors impacting the efficacy of restorative practices.

Degree: Master of Education (M.Ed.), Education, 2018, Colorado State University

URL: http://hdl.handle.net/10217/191365

► This study applied qualitative methods from a constructivist perspective to investigate the efficacy of restorative practices (RP) at an American inner-city school. The study analyzed… (more)

Subjects/Keywords: classroom management; school to prison pipeline; student rehabilitation; restorative practices; affective resonance; student misbehavior

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Taylor, P. (2018). Factors impacting the efficacy of restorative practices. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/191365

Chicago Manual of Style (16^th Edition):

Taylor, Phillip. “Factors impacting the efficacy of restorative practices.” 2018. Masters Thesis, Colorado State University. Accessed February 28, 2021. http://hdl.handle.net/10217/191365.

MLA Handbook (7^th Edition):

Taylor, Phillip. “Factors impacting the efficacy of restorative practices.” 2018. Web. 28 Feb 2021.

Vancouver:

Taylor P. Factors impacting the efficacy of restorative practices. [Internet] [Masters thesis]. Colorado State University; 2018. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10217/191365.

Council of Science Editors:

Taylor P. Factors impacting the efficacy of restorative practices. [Masters Thesis]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/191365

UCLA

25. ALFERES, MICHELLE CASTELO. Divert to Engage: The Impact of a Partnership Between a School District, School Police, and a City on Student Attendance.

Degree: Education, 2016, UCLA

URL: http://www.escholarship.org/uc/item/69w009pz

► School attendance is the strongest predictor of high school graduation. Through a mixed methods design, using independent samples t-tests together with student interviews, this study… (more)

▼ School attendance is the strongest predictor of high school graduation. Through a mixed methods design, using independent samples t-tests together with student interviews, this study examined a partnership program’s impact on school attendance as an indicator of academic achievement and predictor to graduation. The program is part of a partnership between a school district, school police department, and city government. The research focused on the experiences of 13- to 17-year-old students who were referred to Los Angeles Unified School District Pupil Services and Attendance (PSA) counselors at FamilySource community agencies after committing minor law infractions through the partnership’s arrest diversion program. The study used a systems theoretical approach, the 40 Developmental Assets framework, and the program’s theory of change to illuminate how the program addresses individual, family, school, and community factors. Findings revealed that over 65% of students (N=129) who were referred to interventions by a PSA counselor followed through and engaged in one or more of the recommended interventions. Types of intervention referrals included drug counseling, individual counseling, youth development services and other services, such as anger management and recreational programs. No statistically significant differences were found in attendance rates between students who did engage in recommended interventions and those who did not. However, regardless of engagement in service interventions, 68.8% of students were not chronically absent. Student interviews revealed that the initial intake assessment with the PSA counselor may itself be an intervention that has a positive effect on students, regardless of their subsequent engagement in referral recommendations. The strongest impact of the program was on internal developmental assets, particularly commitment to learning and positive self-identity. The study shows some evidence of a promising program that diverts students away from the juvenile justice system by impacting psychosocial assets and thus educational outcomes such as attendance.

Subjects/Keywords: Education; Social work; Counseling psychology; Counseling; Diversion; Dropout prevention; School attendance; School to prison pipeline; Social work

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

ALFERES, M. C. (2016). Divert to Engage: The Impact of a Partnership Between a School District, School Police, and a City on Student Attendance. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/69w009pz

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

ALFERES, MICHELLE CASTELO. “Divert to Engage: The Impact of a Partnership Between a School District, School Police, and a City on Student Attendance.” 2016. Thesis, UCLA. Accessed February 28, 2021. http://www.escholarship.org/uc/item/69w009pz.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

ALFERES, MICHELLE CASTELO. “Divert to Engage: The Impact of a Partnership Between a School District, School Police, and a City on Student Attendance.” 2016. Web. 28 Feb 2021.

Vancouver:

ALFERES MC. Divert to Engage: The Impact of a Partnership Between a School District, School Police, and a City on Student Attendance. [Internet] [Thesis]. UCLA; 2016. [cited 2021 Feb 28]. Available from: http://www.escholarship.org/uc/item/69w009pz.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

ALFERES MC. Divert to Engage: The Impact of a Partnership Between a School District, School Police, and a City on Student Attendance. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/69w009pz

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of California – Berkeley

26. Koon, Danfeng. School Discipline and Civil Rights: Education Reform in the Neoliberal Era.

Degree: Education, 2016, University of California – Berkeley

URL: http://www.escholarship.org/uc/item/7b6874v7

► In the midst of intensifying income inequality, police violence, and school segregation, Obama’s Administration launched the Supportive School Discipline Initiative in 2010 to reinvigorate civil… (more)

▼ In the midst of intensifying income inequality, police violence, and school segregation, Obama’s Administration launched the Supportive School Discipline Initiative in 2010 to reinvigorate civil rights enforcement and eliminate the school-to-prison pipeline. Since then, the Supportive School Discipline Initiative has been touted as a success story of grassroots advocacy, philanthropic involvement in education reform, bi-partisan collaboration, and cross sector coordination between education, school psychology, law enforcement, and criminal justice. Education reformers invoke common narratives of liberal reform in this process, including bottom-up change, collaboration between strange bedfellows, and innovative policymaking through networks. Yet, this study finds that even under ideal implementation conditions, characterized by successful destabilization and educators committed to change – the social control, punishment, and policing practices in the school district didn’t change much. Instead, the district mandated the adoption of more behavioral management programs and the creation of a district-wide discipline data system, both experienced as bureaucratic and insufficient to address the school climate and culture needs in schools. While, dominant explanations for liberal reform failure place the blame on resistant or incompetent educators, this study asks what larger political and economic interests were at stake in the creation, implementation, and outcomes of the Supportive School Discipline Initiative. Through social network visualization and qualitative coding of policy and advocacy reports published on school discipline between 2000 and 2014, I found that the US Department of Education and the US Department of Justice worked together to support and shape a national policy network through which education reform non-profits and for-profits co-opted the school-to-prison pipeline frame to drum up demand for behavioral management programs and other education reform products and services. Through an in-depth qualitative case study of the first two-and-a-half years of the implementation of the Supportive School Discipline Initiative in an urban school district, I find that the policy mandates, the civil rights ideals it invoked, and the current grant-dependency of urban school districts incentivized district central office administrators to compete with one another to secure funding for education reform industry products and services and to coordinate a shared managerial interest in data auditing and accountability. Thus, I conclude that the Supportive School Discipline Initiative worked largely as it was intended to, serving the interests of the education reform industry and not the interests of those concerned with the school-to-prison pipeline or creating more just schools.

Subjects/Keywords: Education policy; Law; Educational leadership; Civil Rights; Education Policy; Education Reform; Neoliberalism; School Discipline; School-to-Prison Pipeline

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Koon, D. (2016). School Discipline and Civil Rights: Education Reform in the Neoliberal Era. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/7b6874v7

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Koon, Danfeng. “School Discipline and Civil Rights: Education Reform in the Neoliberal Era.” 2016. Thesis, University of California – Berkeley. Accessed February 28, 2021. http://www.escholarship.org/uc/item/7b6874v7.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Koon, Danfeng. “School Discipline and Civil Rights: Education Reform in the Neoliberal Era.” 2016. Web. 28 Feb 2021.

Vancouver:

Koon D. School Discipline and Civil Rights: Education Reform in the Neoliberal Era. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2021 Feb 28]. Available from: http://www.escholarship.org/uc/item/7b6874v7.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Koon D. School Discipline and Civil Rights: Education Reform in the Neoliberal Era. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/7b6874v7

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Liston, Lindsey. "The Problem Class"?: A Critical Analysis of Experiences of Schooling and Involvement with the Criminal Justice System.

Degree: 2019, RIAN

URL: http://mural.maynoothuniversity.ie/13605/

► Irish research into the formal educational experiences of people who have been, or who are, in prison compares poorly with international norms. Against this noticeable… (more)

▼ Irish research into the formal educational experiences of people who have been, or who are, in prison compares poorly with international norms. Against this noticeable absence of Irish studies affording attention to the formative educational experiences of people who came became involved with the Irish justice system, this research focused on bringing their voices and experiences into conversation. Through a non-ideal theoretical framework based on the work of Michel Foucault and epistemic injustice, this research examines the perceptions, experience, and analysis by participants of the relationship between experiences of formal schooling and involvement with the Irish criminal justice system. Theories of disciplinary power/knowledge and testimonial and hermeneutical injustice informed the design of a multi-perspective, qualitative methodology that was underpinned by the emancipatory commitments of critical theory. This used open and semi-structured interviewing to explore the formative educational experiences of those who were involved with the criminal justice system. Whilst centrality is given to the voices of the former students who experienced school exclusion and the justice system, this research also includes the important perspectives of educators, multiple stakeholders, and parents of excluded children. Analysis mobilised the lens of the theoretical frameworks, drawing on the core concepts of voice, practices, silence, and subjugated knowledge in framing the themes through which the findings were interpreted. Building on the key themes that emerged from the findings, this research unpacks the unintended consequences of equality policies for this cohort of students and the implications for school choice, relationships, discipline, exclusion, and deficit models of teaching and learning. The voices and perspectives of the participants in this research offer a different way of thinking about inclusion, relationships, communication, school culture, values, equality and participation in education. They locate the policy and practice constraints that impede these and offer solutions to remedy them. A series of policy and practice recommendations based on the findings and analysis are offered in the conclusion.

Subjects/Keywords: Educational inequality; social class; school-to-prison pipeline; school discipline; suspension; expulsion; epistemic injustice; educational practices

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Liston, L. (2019). "The Problem Class"?: A Critical Analysis of Experiences of Schooling and Involvement with the Criminal Justice System. (Thesis). RIAN. Retrieved from http://mural.maynoothuniversity.ie/13605/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Liston, Lindsey. “"The Problem Class"?: A Critical Analysis of Experiences of Schooling and Involvement with the Criminal Justice System.” 2019. Thesis, RIAN. Accessed February 28, 2021. http://mural.maynoothuniversity.ie/13605/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Liston, Lindsey. “"The Problem Class"?: A Critical Analysis of Experiences of Schooling and Involvement with the Criminal Justice System.” 2019. Web. 28 Feb 2021.

Vancouver:

Liston L. "The Problem Class"?: A Critical Analysis of Experiences of Schooling and Involvement with the Criminal Justice System. [Internet] [Thesis]. RIAN; 2019. [cited 2021 Feb 28]. Available from: http://mural.maynoothuniversity.ie/13605/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Liston L. "The Problem Class"?: A Critical Analysis of Experiences of Schooling and Involvement with the Criminal Justice System. [Thesis]. RIAN; 2019. Available from: http://mural.maynoothuniversity.ie/13605/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Smith, Kevin William, Jr. African-American Male Perceptions on Public Schooling after Discipline: A Contextual Portrait from the Inner City.

Degree: Doctorate in Education, Education, 2019, Loyola Marymount University

URL: https://digitalcommons.lmu.edu/etd/802

► Literature shows that one of the major issues affecting the achievement of inner-city African- American male students in public-schools is the ineffectiveness of disciplinary… (more)

Subjects/Keywords: African-American Male Achievement; Critical Race Theory; Environmental Factors; School Reform; School-to-Prison Pipeline; Social Justice; African American Studies; Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Smith, Kevin William, J. (2019). African-American Male Perceptions on Public Schooling after Discipline: A Contextual Portrait from the Inner City. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/802

Chicago Manual of Style (16^th Edition):

Smith, Kevin William, Jr. “African-American Male Perceptions on Public Schooling after Discipline: A Contextual Portrait from the Inner City.” 2019. Doctoral Dissertation, Loyola Marymount University. Accessed February 28, 2021. https://digitalcommons.lmu.edu/etd/802.

MLA Handbook (7^th Edition):

Smith, Kevin William, Jr. “African-American Male Perceptions on Public Schooling after Discipline: A Contextual Portrait from the Inner City.” 2019. Web. 28 Feb 2021.

Vancouver:

Smith, Kevin William J. African-American Male Perceptions on Public Schooling after Discipline: A Contextual Portrait from the Inner City. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2019. [cited 2021 Feb 28]. Available from: https://digitalcommons.lmu.edu/etd/802.

Council of Science Editors:

Smith, Kevin William J. African-American Male Perceptions on Public Schooling after Discipline: A Contextual Portrait from the Inner City. [Doctoral Dissertation]. Loyola Marymount University; 2019. Available from: https://digitalcommons.lmu.edu/etd/802

University of Texas – Austin

29. -8009-6070. Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap.

Degree: PhD, Curriculum and Instruction, 2017, University of Texas – Austin

URL: http://hdl.handle.net/2152/60448

► This multiple case study examined classroom discipline in the context of teachers’ understandings of power, their interactions and relationships with students, and their decision-making about… (more)

▼ This multiple case study examined classroom discipline in the context of teachers’ understandings of power, their interactions and relationships with students, and their decision-making about curriculum and pedagogy. This work was grounded within the literature on the discipline gap—or the disproportionate rate at which students of color are punished more frequently and more severely than their White peers. While there is a wealth of quantitative literature discussing the discipline gap, such investigations are limited to an analysis of the disciplinary actions that are assigned to student behaviors after they have already occurred. As such, there are relatively few qualitative investigations that examine the precursors to the very disciplinary actions that quantitative studies are dependent upon. Guided by theoretical examinations of power, intersectionality, and Culturally Relevant Pedagogy, this study sought to investigate the discipline gap through the following questions: 1) How do teachers at an urban public high school who work effectively with students of color understand and employ the concept of power in their classroom interactions with students?; and 2) What interpersonal and pedagogical decisions do these teachers make in the context of classroom discipline? This study included classroom observations, artifact analyses, and semi-structured interviews with teachers and students at two diverse, urban public high schools. While the school-sites and classrooms were distinct from each other in several ways, findings showed that teachers’ approaches to discipline, curriculum, and pedagogy, as well as their interactions with students, were dependent upon their conceptualizations of the sociocultural factors of race, culture, socioeconomic status, gender, and language. Furthermore, their understandings of—and resulting practices regarding—the aforementioned sociocultural factors were dependent upon teachers’ own explicit and implicit cultural values and norms. This research contributes to the literature on the discipline gap by offering insight to potential contextual factors that impact student-teacher relationships and disciplinary structures within classrooms. Advisors/Committee Members: Brown, Keffrelyn D. (advisor), Brown, Anthony L (committee member), De Lissovoy, Noah (committee member), Gooden, Mark A (committee member), Palmer, Deborah K (committee member), Urrieta, Luis (committee member).

Subjects/Keywords: School discipline; Discipline gap; Urban education; School-to-prison pipeline; Student-teacher relationships; Intersectionality; Culturally relevant pedagogy

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

-8009-6070. (2017). Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/60448

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-8009-6070. “Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed February 28, 2021. http://hdl.handle.net/2152/60448.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-8009-6070. “Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap.” 2017. Web. 28 Feb 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8009-6070. Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/2152/60448.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-8009-6070. Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/60448

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Wayne State University

30. Crosby, Shantel Deanna. Evaluating Trauma-Informed Educational Practices With Trauma-Exposed, Female Students.

Degree: PhD, Social Work, 2016, Wayne State University

URL: https://digitalcommons.wayne.edu/oa_dissertations/1436

► Youth who have experienced psychological trauma, such as court-involved youth, encounter unique challenges and barriers to their academic success (Burley & Halpern, 2001; Courtney… (more)

Subjects/Keywords: Childhood trauma; Court-involved students; Educational well-being; School-to-prison pipeline; Trauma-informed practice; Social Work

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Crosby, S. D. (2016). Evaluating Trauma-Informed Educational Practices With Trauma-Exposed, Female Students. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1436

Chicago Manual of Style (16^th Edition):

Crosby, Shantel Deanna. “Evaluating Trauma-Informed Educational Practices With Trauma-Exposed, Female Students.” 2016. Doctoral Dissertation, Wayne State University. Accessed February 28, 2021. https://digitalcommons.wayne.edu/oa_dissertations/1436.

MLA Handbook (7^th Edition):

Crosby, Shantel Deanna. “Evaluating Trauma-Informed Educational Practices With Trauma-Exposed, Female Students.” 2016. Web. 28 Feb 2021.

Vancouver:

Crosby SD. Evaluating Trauma-Informed Educational Practices With Trauma-Exposed, Female Students. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2021 Feb 28]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1436.

Council of Science Editors:

Crosby SD. Evaluating Trauma-Informed Educational Practices With Trauma-Exposed, Female Students. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1436

Open Access Theses and Dissertations