The 1994 Gun-Free Schools Act: Its Effects 25 Years Later and How to Undo Them

Autor/inn/en	Irby, Decoteau J.; Coney, Kylee
Titel	The 1994 Gun-Free Schools Act: Its Effects 25 Years Later and How to Undo Them
Quelle	In: Peabody Journal of Education, 96 (2021) 5, S.494-507 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2021.1991690
Schlagwörter	Disproportionate Representation; Minority Group Students; Punishment; At Risk Students; Student Behavior; Discipline Policy; Institutionalized Persons; Correctional Institutions; Law Enforcement; Public Schools; Elementary Secondary Education; Geographic Regions; Educational Change; Crime; Educational Legislation; Educational Environment; Weapons; Social Control; Power Structure; Political Influences; Police; School Policy; Educational Practices; Rural Schools; Urban Schools; Suburban Schools + Suchen Sie Ihr Suchwort? Bestrafung; Student behaviour; Schülerverhalten; Disziplinarmaßnahme; Jugendstrafvollzug; Gesetzesvollzug; Public school; Öffentliche Schule; Bildungsreform; Crimes; Delict; Delicts; Delikt; Bildungsrecht; Schulgesetz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Weapon; Waffe; Soziale Kontrolle; Political influence; Politischer Einfluss; Schulpolitik; Bildungspraxis; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Suburban area; Outskirts; Suburb; Vorort; Vorstadt
Abstract	Despite mounting evidence that zero-tolerance policies do not deter misbehavior, teachers and administrators continue to respond to a range of student infractions through punitive measures, such as ticketing, expelling, and suspending students. Black boys, black girls, and Latinx students are most adversely affected by discipline in the era of mass incarceration. This article explores the staying power of punitive discipline by tracing how the Gun-Free Schools Act of 1994 (GFSA 1994) resulted in the emergence of harsh discipline systems and law enforcement in schools. It focuses on the ways GFSA 1994 ushered in a punitive infrastructure, law-enforcement entanglements, and school-based discipline policies and practices that inflict racial violence on black and brown children and youth. The following questions guided the inquiry: (1) How has GFSA 1994 shaped the discipline infrastructure of public schools in the United States? (2) How has GFSA 1994 created law-enforcement entanglements across the K-12 landscape? (3) How has GFSA 1994 influenced the function of discipline policies and practices on students by race and place 25 years after its adoption? and (4) What are the varied net-widening and net-deepening effects of GFSA 1994 across geography: urban, suburban, and rural? (Who is in more trouble, more often and finding it more difficult to get out of trouble?). Through presenting the net of social control that GFSA 1994 ushered in and its material consequences, this article conveys how school discipline reform will require a far-reaching policy agenda that is as bold and audacious as the tough-on-crime era policies that ushered in the era of mass incarceration. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01