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Public-school systems are criminalizing our young people: Giving voice to the marganilized

By Carrie Stoltzfus


A phenomenological qualitative study using Critical Race Theory and counter-storytelling was completed to investigate what K-12 public schools should be doing to keep young people out of the school-to-prison pipeline (STPP). This study took place in a large city in the Mid-Atlantic region of the United States. Interviews were completed with former students of the researcher who were previously incarcerated, educational professionals, and justice system professionals. Additionally, observations of the court systems and document reviews were completed in order to triangulate findings. Themes emerged around factors that lead to incarceration and the preferred practices to support young people to avoid or escape incarceration

Topics: advocacy, childhood experiences, counter-storytelling, Critical Race Theory, funding, policy, power, racism, school-to-prison pipeline, trauma, Civic and Community Engagement, Criminology, Criminology and Criminal Justice, Juvenile Law, Other Teacher Education and Professional Development, Prison Education and Reentry, Race and Ethnicity, Secondary Education, Social Control, Law, Crime, and Deviance, Social Work, Urban Education
Publisher: ScholarWorks@Arcadia
Year: 2020
OAI identifier:
Provided by: Arcadia University

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