Historical, socially constructed notions of Black and Latino masculinity, mis/labeled behavior, punitive policies (e.g., suspension) and practices (e.g., school-imposed labeling) lead to disproportionate rates of dropout in urban US schools, continued involvement in the criminal legal system, and a limited participation in society. This article argues that school-imposed labeling—affixing a category or descriptor on a student to signal a shorthand message to others about a student’s academic ability and behavior—is symbolically violent (Bourdieu). By examining unofficial labels, punitive structures, and teacher perceptions of labeled students, I explored school-imposed labeling as a form of “normalized” practice that impacts Black and Latino males who attend an urban charter school with a “no excuses” orientation.
Symbolic Violence on the Bodies of Boys of Color in One “No Excuses” Charter School
L. Trenton S. Marsh
The School-to-Prison Pipeline through the Eyes of Incarcerated Adolescent and Adult Males
Taryn VanderPyl, Kelsie Cruz, and Hannah McCauley
The concept of the school-to-prison pipeline (STPP) has been extensively studied over the last few decades, yet few have included the perspective of those whom it has affected—incarcerated adolescent and adult males. Educators and policy makers are limited in determining solutions because they are missing this key perspective. Using a critical race theory framework, we focus on the voices of incarcerated youth and adults who have personally experienced the STPP. Young men within the juvenile and adult justice systems were asked their thoughts on and experiences with the STPP. Responses from 16 participants are shared, along with what they believe would have worked to help them stay out of the system, and their recommendations for how to improve the factors contributing to the STPP
Stereotypes, a Single-Sex Program, and the School-to-Prison Pipeline
Joseph D. Nelson and Sangeeta Subedi
Single-sex schooling for boys of color has become popular throughout the United States. Leaders and educators often consider these environments a school-based intervention to address adverse outcomes associated with Black boys. A contributing factor to these outcomes have been negative stereotypes of Black males related to Black masculinity norms, which developmental psychologists contend boys internalize during childhood. Interviews and observations were conducted over 12 months to describe a single-sex boarding program for first-grade African-American boys, affiliated with a coed independent school. Designed to facilitate boys’ positive identity development, the program’s mission and vision, educational philosophy, and schedule/programming will be primarily described from boys’ perspectives. The goal is to explore the merits of this single-sex intervention to ameliorate how Black male stereotypes and masculinity norms contribute to the school-to-prison pipeline.
Masculinity and Boyhood Constructions in the School-to-Prison Pipeline
Edward Fergus and Juwan Bennett
The conversation on the school-to-prison pipeline among boys of color is complex and involves understanding how the 4 C’s— classroom, cops, courts, and community— interface to create a pipeline. However, what has been underconceptualized is whether and how notions of masculinity and boyhood that emerge within these institutions may operate as an invisible connective tissue across these institutions. In other words, the manner in which the bodies of Black and Latino males are viewed, interacted with, and treated within these institutions provides a rationalizing frame for how the actions within institutions occur. In this special issue, we theorize that, to understand the ways in which the school-to-prison pipeline operates for boys of color, there needs to be theoretical exploration through empirical work of what notions of masculinity are promoted and detracted within these institutions during boyhood. This interdisciplinary special issue of Boyhood Studies provides a conceptual exploration of how male bodies of color are constructed within and across these institutions, e.g., suspensions (schools), arrests (police), sentencing (courts), and violence (communities) in order to establish the pipeline as concretized through “normative” or oppressive notions of masculinity and boyhood.
Sharlene E. Gilman
Winn, Maisha T. 2011. Girl Time: Literacy, Justice, and the School-to-Prison Pipeline. New York: Teachers College Press.
Amanda J. Reinke
/staff verbal conflicts, and major physical infractions ( Guckenburg et al. 2016: 11 ). School RJ implementation is often done with the express intent of combatting the school-to-prison pipeline by diverting juveniles from the legal system when they commit an
Sandrina de Finney, Patricia Krueger-Henney, and Lena Palacios
We are deeply honored to have been given the opportunity to edit this special issue of Girlhood Studies, given that it is dedicated to rethinking girlhood in the context of the adaptive, always-evolving conditions of white settler regimes. The contributions to this issue address the need to theorize girlhood—and critiques of girlhood—across the shifting forces of subjecthood, community, land, nation, and borders in the Western settler states of North America. As white settler states, Canada and the United States are predicated on the ongoing spatial colonial occupation of Indigenous homelands. In settler states, as Eve Tuck and K. Wayne Yang remind us, “the settler never left” (2012: 20) and colonial domination is reasserted every day of active occupation. White settler colonialism functions through the continued control of land, resources, and racialized bodies, and is amalgamated through a historical commitment to slavery, genocide, and the extermination of Indigenous nationhood and worldviews. Under settler colonial regimes, criminal justice, education, immigration, and child welfare systems represent overlapping sites of transcarceral power that amplify intersecting racialized, gendered, sexualized, and what Tanja Aho and colleagues call “carceral ableist” violence (2017: 291). This transcarceral power is enacted through institutional and bureaucratic warfare such as, for example, the Indian Act, the school-to-prison pipeline, and the child welfare system to deny, strategically, Indigenous claims to land and the citizenship of racial others.
Amanda J. Reinke
social justice interests in the United States, such as curbing the school-to-prison pipeline, providing financially accessible conflict resolution and subverting mass incarceration. Since its initial popularisation, informal justice has flourished, and
Amanda J. Reinke
school-to-prison pipeline and mass incarceration ( Calkins 2010 ; Kelly 2010 ; Kim 2011 /2012; Wacquant 2000 ; Zehr 1990 ). Regardless of philosophical and practical nuances, all informal justice models are imagined and defined as the antithesis of
Brian L. Wright and Donna Y. Ford
zero-tolerance policies and practices that largely discriminate against Black boys and thus priming the school-to-prison pipeline ( Allen and White-Smith 2015 ; Bryan 2017 ; Fergus, Noguera, and Martin 2015 ; Losen 2013 ; Wright and Ford 2016 ). The