Alternatives to the School-to-Prison Pipeline: The Role of Educational Leaders in Developing a College-Going Culture

Autor/inn/en	Fujimoto, Eugene; Garcia, Yvonne; Medina, Noemy; Perez, Eduardo
Titel	Alternatives to the School-to-Prison Pipeline: The Role of Educational Leaders in Developing a College-Going Culture
Quelle	In: Journal of the Association of Mexican American Educators, 7 (2013) 3, S.85-95 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Correctional Institutions; Institutionalized Persons; Leadership Responsibility; Urban Schools; Hispanic American Students; Cultural Influences; Disproportionate Representation; Social Bias; Academic Failure; At Risk Students; College Preparation; Minority Groups; Interviews; Administrator Role; Principals; Expectation; Graduation Rate; High School Graduates; California + Suchen Sie Ihr Suchwort? Jugendstrafvollzug; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Cultural influence; Kultureinfluss; Ethnische Minderheit; Interviewing; Interviewtechnik; Principal; Schulleiter; Expectancy; Erwartung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Kalifornien
Abstract	As the largest and fastest growing racial/ethnic group in the country, Latinos' educational success is a national priority. In the Los Angeles Unified School district, the country's largest, high school graduating rates for Latinos hover at near 40%. Examining this institutional and societal tragedy through the school-to-prison pipeline has yielded crucial insights. Less understood are alternatives to the school-to-prison pipeline and the vital role of educational leaders. This qualitative study of principals and counselors in Southeast Los Angeles schools asks: What is the relationship between the 'school-to-prison pipeline' and the lacking of a 'college going culture' in underserved communities? How do educational leaders perceive their role in creating a "college-going culture" in largely underserved, under-resourced communities? Among the findings is the continued existence of deficit explanations of school failure and the need for school-community partnerships to move toward more asset- based frameworks. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://www.amae.org. Journal is at
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10