The School-To-Prison Pipeline Agenda to Increase Profits at the Expense of Black and Brown

THE SCHOOL-TO-PRISON PIPELINE AGENDA TO INCREASE PROFITS AT THE EXPENSE OF BLACK AND BROWN MALES IN HIGH SCHOOLS IN AMERICA: A QUALITATIVE RESEARCH ANALYSIS

by Anthony G. Pitts

A Research Concept Paper in Partial Fulfillment of the Requirements for the Completion of English IV Course

Ridgeland-Hardeeville High School

Class of 2017

The Concept Paper Review Evaluator for Anthony G. Pitts certifies approval of the following concept paper:

The School-to-Prisonpipelineagenda to increase profitsat the expense of Black and Brownmales in high schools in America: A Qualitative Research Analysis

Evaluator:Dr. Anthony G. Pitts, English IV Instructor

Department of English, Ridgeland-Hardeeville High School

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Anthony G. Pitts, English IV Instructor

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Date Submitted

_____ Approved

_____Rejected

ABSTRACT

The purpose of this qualitative analysis research paper is to address the school-to-prison pipeline epidemic sweeping across the nation’s high schools in America. The school-to-prison pipeline agenda disproportionately targets African-American and Hispanic males in schools based on several variables within school settings as well as external factors increasing the chances of African-American and Hispanic males falling through the cracks in school while greatening their chances of becoming prison-bound statistics. According to a recent article by the American Civil Liberties Union (ACLU, 2017) on the topic of school-to-prison pipeline epidemic, instead of helping those students with learning disabilities, anger issues, broken homes, abuse, and histories of poverty, many schools create environments that disproportionately punish, isolate, and push out the very student demographics schools should help and support. In this qualitative analysis research paper, the researcher will examine the harmful effects of the school-to-prison pipeline agenda on Black and Brown male students in high schools across America. Additionally, this concept paper will address solution-based policies, practices, and programs which schools and communities can employ to help each other in alleviating this disturbing national trend disproportionately profiling and criminalizing Black and Brown males in schools.

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TABLE OF CONTENTS

Contents Page

Chapter I: Introduction1

Background of Problem1

Problem Statement2

Significance of Study (Claim)2

Significance of Study (Solutions)3

Chapter II: Analysis of Data4

Research Question 14

Research Question 24

Limitations4

Summary4

Chapter III: Implications of the Study6

Emergent Themes6

Recommendations6

References8

Appendix A: FIGURE 1: SCHOOL SUSPENSION BY RACE9

Chapter 1

Introduction

Background of the Problem

The central problem associated with this qualitative analysis paper is the detrimental effects of the school-to-prison pipeline on Black and Hispanic high school males in America. A disturbing trend described in a NAACP’s Legal Defense Fund (“School to Prison Pipeline,” NAACP Legal Defense Fund, n.d./n.p.) article showed that too many students of color are being removed from schools via suspensions and expulsions for minor infractions. Additionally, the article contends that disciplinary disparities on racial lines have become more pervasive (n.d./n.p.). African-American boys account for more than half of these school-enforced punishments, as well as a high number of arrests for school-related incidents around the country. Correlatively, Latino males are nearly one-and-a-half times for likely to be suspended or

expelled from schools, more so than their white counterparts (“School to Prison Pipeline,” NAACP Legal Defense Fund, n.d./n.p.).As a result, this funneling of students out of the school system and into the streets and, inevitably, into the prison systems is the nexus of how the school-to-prison pipeline criminalizes Black and Brown male students in schools. Consequently, students are deprived of an education, employment, voting rights, and the freedom to merely grow up in a free society as growing adults.

Problem Statement

The problem associated with the current research study is that African-American male students and Hispanic male students are disproportionately suspended or expelled in schools for minor offenses or incidents; as a result, the school to prison pipeline becomes a reality for many of these students due to not receiving the help and support they need to prevent them falling through the cracks in school. Fueled by zero-tolerance policies in schools along with the presence of police officers in schools, and made worse by school budget cuts, overburdened counselors, and overextended teachers, the excessive practices have resulted in the suspensions, expulsions, and arrests of tens of millions of public school students (Flannery, neaToday, 2015).

This qualitative analysis research report will address the school-to-prison pipelines effects on Black and Brown male students in schools underpinning unfair practices and procedures used by school officials illustrating a disproportionate divide in suspensions and expulsions of Black and Brown males opposite their White male counterparts. This research report will also provide strategic solutions to the school-to-prison pipeline problem based on research-based best practices and policies.

Significance of the Study (Claim)

The significance of the qualitative analysis research report is to illumine the practices and procedures implemented by schools in pushing students out of schools and toward the criminal justice system, and eventually jail/prison. Flannery (2015) reports that suspensions are the number one predictor—more so than poverty—of whether a student will drop out of school and end up in jail/prison. Additionally, students who are suspended and eventually drop out of school

based on poorly structured restorative justice practices in schools could also lend to these same students being unemployed, reliance on welfare programs, and/or imprisonment (Flannery, 2015, n.p.). Across racial lines, Black students are expelled or suspended at a rate three times greater than White students (Flannery, 2015; ACLU, 2017), and Black and Latino students account for 70 percent of all police referrals (Flannery, 2015; ACLU, 2017; NAACP, n.d.). As a result, it has become imperative to stop the school-to-prison pipeline affecting the life, liberty, and prosperity of many African-American and Hispanic male students in schools. Jacqui Greadington of the NEA Black Caucus asserts that Black male students are targeted the worst in schools and in society with the school-to-prison pipeline simply because they [Black male students] exist (ACLU, 2017; Flannery, 2015).

Significance of the Study (Solutions)

The significance of the qualitative analysis research report is to illumine the practices and procedures implemented by schools in pushing students out of schools and toward the criminal justice system, and eventually jail/prison. The research literature has posited a plethora of incidents and practices which cause Black and Brown male students in high schools to become statistics to the streets and/or prison.

However abysmal these statistics appear to be, there are plausible and working solutions being implemented to change the trajectory of the prison pipeline agenda. One research-based practice to counter the school-to-prison pipeline agenda is “restorative justice” practices (Flannery, 2015). Restorative justice practices allow teachers, counselors, and administrators the ability and environment to counsel a student when problems occur, which means having in-depth conversations and facilitations with the students which force the student to practice empathy and take responsibility for his actions. Moreover, restorative practices force the student (not to be called an offender) to see how his negative actions hurt or impede others. Last, teachers using restorative practices employ the “it takes a village” approach because this practice brings with it multiple personnel sources and resources to help the student socially, cognitively, and academically to help prevent the student from being suspended or expelled from school, and eventually in the hands of the police and/or jail.

Chapter 2

Analysis of Data

Research Questions

RQ 1: How have zero-tolerance policies in schools fostered and promoted the school-to-prison pipeline agenda negatively affecting African-American and Hispanic male students specifically?

RQ 2: What are effective practices, policies, and procedures used in schools and by school educators to revert the negative impacts caused by suspensions and expulsions of Black and Brown male students?

Limitations

This qualitative analysis research report on the effects of the school-to-prison pipeline on African-American and Hispanic male students is scheduled to be completed prior to the slated deadline. The accessibility and use of technology and on-line literature relegated to the social justice issue were available. Time management for this final exam was divided into sections based on complexity, scope, and depth of the information needed to apply per heading and sub-heading. Last, the teacher’s modeling of the written discourse provided a template that was easy to follow and understand. Consequently, the research paper will be completed and thoroughly vetted based on standards prior to final submission.

Conclusion

In conclusion, the qualitative research concept paper has addressed the significance of the school-to-prison pipeline on the social, academic, and psychological make-up and liberties of African-American and Hispanic males in public schools. According to the research literature, expulsions and suspensions are more damaging for these male students in pushing them towards the juvenile court system and/or prison than that of poverty. Solutions to this pipeline problem are many. Educators and community leaders are engaged in organizing school-based and community-based programs aimed at changing the trajectory of disproportionately applied punishments per Black and Brown male students versus their White male students’ counterparts.

The research literature is clear that such school-based punishments are not implemented with equity or alacrity. The literature also provides that teachers in school need the resources and professional development critical to helping students succeed in school, not harm students racially biased and targeted policies and practices aimed to remove Black and Brown male students identified as “trouble makers” from the school system altogether. The Montgomery County Education Association (2014) and superintendent, for example, came together to revamp a new student code of conduct which minimizes suspensions and allows these students to learn from their mistakes. Other school districts around the country have created signed “memorandums of understanding” with which local law enforcement agencies that keep minor offenses from entering criminal courts (Flannery, 2015).

Therefore, it is critical that educators, parents, and community and business leaders coalesce resources and decision-making strategies to cease and desist the damaging effects of the school-to-prison pipeline agenda. Whether schools must revamp their behavior policies and practices, parents must review how they engage their children in meaningful conversations about school conduct and social-behavior etiquette, and/or school law enforcement teams revamping their practices and policies to establish authentic relationships with students, the disheartening reality is that students—namely Black and Brown males—are disproportionately being pushed out of schools per minor behavior issues and funneled into the prison pipeline.

Chapter 3

Implications of Study

Emergent Themes

The purpose of this qualitative analysis research paper was to address the school-to-prison pipeline epidemic sweeping across the nation’s high schools in America. According to the research literature, several meaningful themes emerged. The following themes from the research literature are as follows: a) the numbers of suspensions and expulsions in public schools in American disproportionately and negatively affected African-American and Hispanic male students more so than White male students, b) many public schools across the board have and employ disciplinary policies and practices deemed racially biased and lacking equity, and c) teachers, parents, and community leaders need to implement collective action plans and solution-based decision making to combat the pipeline problem.

Recommendations

The purpose of this qualitative analysis research paper was to address the school-to-prison pipeline epidemic sweeping across the nation’s high schools in America. Therefore, recommendations for this research paper’s implications are vital to educators, parents, and community leaders who are advocates for positive student development and matriculation in schools. Additionally, this analysis paper’s findings show that administrators and other policy makers in schools possibly need to review their discipline policies and practices with a critical lens. If racial and gender bias are embedded within the practices and outcomes per these policies and practices, education leaders need to revamp the polices immediately, as well as cease and desist the faulty practices causing many Black and Brown male students to be punished for minor or “subjective” violations; as a result, suspended or expelled from school because of these “soft” infractions. In addition, it is important to review the intersectionality between race/gender and economics when “subjective” versus “objective” infractions are punished by school officials among Black, Hispanic, and White male students. What these education leaders will possibly notice are the implicit biases that drive policy and practice relegated to suspensions and

expulsions between the three demographics aforementioned. Thus, these qualitative analysis research paper’s findings provide that education leaders must revisit the policies and practices implemented in their schools if such disproportionate actions are happening. Also, there is a recommendation for teachers to engage in restorative justice practices which are student-centered sessions allowing for students who have committed an infraction to self-reflect and take ownership for the infraction, assess how the infraction affects others, and construct a behavioral action plan to follow.

Works Cited

American Civil Liberties Union (ACLU). “School to Prison Pipeline.” (2017). Retrieved from

pipeline.

Flannery, Mary Ellen. “The School-to-Prison Pipeline: Time to Shut It Down.” neaToday,

2015. Retrieved from www.

shut/

Montgomery County Education Association. “School to Prison Pipeline Policies and Revamp.”

2014. Retrieved from www.

National Association for the Advancement of Colored People (NAACP). “School to Prison

Pipeline.” (n.d.). Retrieved from

APPENDIX A

Figure 1: RATES OF SUSPENSION/EXPULSION BY RACE

THE SCHOOL-TO-PRISON PIPELINE AGENDA TO INCREASE PROFITS AT THE EXPENSE OF BLACK AND BROWN MALES IN HIGH SCHOOLS IN AMERICA: A QUALITATIVE RESEARCH ANALYSIS