{"id":122,"date":"2014-12-18T15:42:48","date_gmt":"2014-12-18T20:42:48","guid":{"rendered":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-acawley\/?page_id=122"},"modified":"2014-12-19T15:27:15","modified_gmt":"2014-12-19T20:27:15","slug":"peer-reviewed-articles","status":"publish","type":"page","link":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-acawley\/peer-reviewed-articles\/","title":{"rendered":"Peer-Reviewed Articles"},"content":{"rendered":"

The school-to-prison pipeline is an undeniable problem.\u00a0 The question urban schools now face is how to block this pipeline and instead induce positive life outcomes for students.<\/p>\n

\u201cEnhancing Educators\u2019 Capacity to Stop the School-to-Prison Pipeline\u201d (\u201cEC\u201d)22<\/sup> discusses how educators can affect the pathways of a student\u2019s life in several ways, namely through their relationships with students, their expectations and sense of responsibility, the conditions they construct for learning, and their responses to student behavior.\u00a0 \u201cTurning off the School-to-Prison-Pipeline\u201d (\u201cTS\u201d)23<\/sup> is about disciplinary policies in schools such as zero-tolerance policies.\u00a0 It suggests stopping the school-to-prison-pipeline by eliminating these zero-tolerance policies, building culturally sensitive school systems, enlisting the community to help, and engaging the youth.<\/p>\n

Both articles detail current problems in schools and then propose potential solutions to these problems that are being worked on.\u00a0 \u201cEC\u201d suggests several ways to gain positive teacher-student relationships, greater social and emotional competence amongst teachers, better conditions for learning, and more productive approaches to discipline.\u00a0 All of these things help shut down the school-to-prison pipeline.\u00a0 One suggestion provided in \u201cEC\u201d lies in the recruitment of teachers of color.\u00a0 There are several factors that prompt this response.\u00a0 Students of color are more affected by the pipeline overall.\u00a0 Teachers and students of the same race can more easily relate to each other and understand each other.\u00a0 Additionally, due to the disproportionately low number of teachers in schools and the emerging research that \u201cteachers of color are more effective with students of color in promoting student academic achievement than their white counterparts,\u201d (440) \u201cEC\u201d suggests that more teachers of color need to be recruited and hired.\u00a0 This is difficult, but the article includes the idea of \u201cgrow-your-own\u201d programs that attempt to engage students of color in higher education and in teaching as a profession.\u00a0 In general, districts must promote more effective comprehensive recruitment of teachers of all backgrounds to reach all of their students effectively.<\/p>\n

\u00a0\"Cool\"<\/p>\n

\u201cTS\u201d focuses more explicitly on disciple, especially on zero tolerance policies.\u00a0 The author, Harry Wilson, states that removal and exclusion from school have become the norm in terms of these policies.\u00a0 In response to the problem of the pipeline, which is enhanced by these kinds of policies, there are four suggestions that Wilson puts forth.\u00a0 He believes that zero tolerance policies that \u201cseek to exclude students from our schools and the education process\u201d (pp. 52) need to be eliminated.\u00a0 He also states that there ought to be new training in schools to create more positive, open environments to prevent exclusion.\u00a0 Community involvement can \u201celiminate the pipeline\u201d (pp. 52) by supporting students and schools.\u00a0 Finally, youth themselves can provide a powerful voice to \u201cadvocate for the elimination of zero tolerance policies\u201d (pp. 52) by sharing their experiences with unfair disciplinary action.\u00a0 He argues that these strategies put the needs of the students as the focus of the schools.<\/p>\n

Both articles put forward ways to counter the school-to-prison pipeline, and both focus on the necessity of helping students and putting them in comfortable climates that help them be successful.\u00a0 By acting in this way, and understanding student needs, schools can start to dismantle the pipeline.<\/p>\n

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\n22<\/sup><\/p>\n","protected":false},"excerpt":{"rendered":"

The school-to-prison pipeline is an undeniable problem.\u00a0 The question urban schools now face is how to block this pipeline and instead induce positive life outcomes for students. \u201cEnhancing Educators\u2019 Capacity to Stop the School-to-Prison Pipeline\u201d (\u201cEC\u201d)22 discusses how educators can affect the pathways of a student\u2019s life in several ways, namely through their relationships with […]<\/p>\n","protected":false},"author":173,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-122","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-acawley\/wp-json\/wp\/v2\/pages\/122","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-acawley\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-acawley\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-acawley\/wp-json\/wp\/v2\/users\/173"}],"replies":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-acawley\/wp-json\/wp\/v2\/comments?post=122"}],"version-history":[{"count":0,"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-acawley\/wp-json\/wp\/v2\/pages\/122\/revisions"}],"wp:attachment":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-acawley\/wp-json\/wp\/v2\/media?parent=122"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}