Disrupting the School to Prison Pipeline: Using Culturally Responsive Classroom Practices to Support Black Students

Autor/inn/en	Jacobs, LaTory; Brown, Kelly; Washington, Kathryn; OConnor, Johnny; Lundin, Meredith
Titel	Disrupting the School to Prison Pipeline: Using Culturally Responsive Classroom Practices to Support Black Students
Quelle	In: School Leadership Review, 16 (2022) 2, Artikel 7 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-4998
Schlagwörter	At Risk Students; Institutionalized Persons; Correctional Institutions; Culturally Relevant Education; Prevention; Discipline; Racism; Ethnicity; Disproportionate Representation; Delinquency; School Policy; Suspension; Expulsion; African American Students; Teacher Student Relationship; Teacher Behavior; Teacher Attitudes; Student Needs; Student Behavior; Teacher Expectations of Students; Barriers; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Texas + Suchen Sie Ihr Suchwort? Jugendstrafvollzug; Prävention; Vorbeugung; Disziplin; Rassismus; Ethnizität; Kriminalität; Schulpolitik; Ausschluss; Schulausschluss; Relegation; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	The school to prison pipeline is a social phenomenon in which students become formally involved with the criminal justice system due to behavior issues being addressed with law enforcement consequences rather than school-imposed consequences (Owens, 2015). Culturally responsive practices can also support educators' understanding of the unique abilities and untapped assets in students of color while encouraging a more appropriate response to their behavior (Quigley, 2014). This qualitative study was conducted to determine if culturally responsive practices can disrupt the school to prison pipeline for Black students. The study included campuses across five school districts in southeast Texas. The purpose of conducting this research study is to determine if the consistent implementation of culturally responsive classroom practices could affect the disruption of the school to prison pipeline. Results of the study were the continuation of a knowledge deficit in understanding culturally responsive practices and how to implement this system effectively in classrooms. (As Provided).
Anmerkungen	Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01