"Can I Make Any Difference?" Gang Affiliation, the School-to-Prison Pipeline, and Implications for Teachers

Autor/inn/en	Gass, Kayla M.; Laughter, Judson C.
Titel	"Can I Make Any Difference?" Gang Affiliation, the School-to-Prison Pipeline, and Implications for Teachers
Quelle	In: Journal of Negro Education, 84 (2015) 3, S.333-347 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.84.3.0333
Schlagwörter	Juvenile Gangs; Teacher Influence; Adolescents; Males; Teacher Role; Teacher Student Relationship; Student Experience; Crime; English Instruction; High School Students; High School Teachers; At Risk Students; Urban Schools; Police; Group Discussion; Role Models; Adults; Safety + Suchen Sie Ihr Suchwort? Jugendbande; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Male; Männliches Geschlecht; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Studienerfahrung; Crimes; Delict; Delicts; Delikt; English langauage lessons; Englischunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Gruppendiskussion; Identifikationsfigur; Sicherheit
Abstract	This article reports on one teacher's year-long project seeking to disrupt the school-to-prison pipeline through class dialogue around gang affiliations. The review of literature defines the school-to-prison pipeline and its connections to gang affiliation. The study engaged methods of qualitative action research with seven male participants between the ages of 15 and 16 in a high school English classroom where they engaged in dialogue around gang affiliation and their experiences of criminalized schools. Findings provided some hope that teachers might play a role in disrupting the school-to-prison pipeline but that strong student-teacher relationships are necessary. Implications describe how other teachers wanting to disrupt the school-to-prison pipeline might use curricula that spark discussions around gangs. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01