Addressing Educational Inequity of Black Students by Demolishing the School-to-Prison Pipeline

Autor/in	Keyes, Starr E.
Titel	Addressing Educational Inequity of Black Students by Demolishing the School-to-Prison Pipeline
Quelle	In: Multicultural Learning and Teaching, 17 (2022) 2, S.123-141 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2194-654X
DOI	10.1515/mlt-2022-0016
Schlagwörter	At Risk Students; Disproportionate Representation; Racism; Ethnicity; Discipline; Student Behavior; Institutionalized Persons; Correctional Institutions; Blacks; African American Students; Discipline Policy; Students with Disabilities; Power Structure; Evidence Based Practice; Teacher Student Relationship; Positive Behavior Supports + Suchen Sie Ihr Suchwort? Rassismus; Ethnizität; Disziplin; Student behaviour; Schülerverhalten; Jugendstrafvollzug; Black person; Schwarzer; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Disziplinarmaßnahme; Disability; Disabilities; Behinderung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	There is a plethora of literature regarding disproportionality in special education, school discipline, and the School-to-Prison Pipeline (STPP). The literature also describes the far-reaching ramifications for African American and other historically marginalized students not receiving the quality education to which they are entitled. These ramifications include poor outcomes in school (e.g., problems with retention and lack of reading proficiency), and lower quality of life outside of school (e.g., lack of high-quality jobs and homelessness). This article discusses factors that contribute to disciplinary exclusion of Black students and other historically marginalized and oppressed populations (e.g., students with disabilities). In addition, it provides research-based practices that teachers, schools, districts, and universities can enact to reduce disciplinary disproportionality, foster more inclusive environments, and help put an end to the STPP. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01