Implicit Racial Bias and Students\u27 Fourth Amendment Rights

Tragic acts of school violence such as what occurred in Columbine, Newtown, and, more recently, in Parkland and Santa Fe, provoke intense feelings of anger, fear, sadness, and helplessness. Understandably, in response to these incidents (and for other reasons), many schools have intensified the manner in which they monitor and control students. Some schools rely on combinations of security measures such as metal detectors; surveillance cameras; drug-sniffing dogs; locked and monitored gates; random searches of students’ belongings, lockers, and persons; and law enforcement officers. Not only is there little empirical evidence that these measures actually make schools safer, but overreliance on extreme security measures can create prisonlike environments that are inconsistent with students’ best interests. Specifically, overreliance on intense surveillance measures often engenders distrust and discord among members of the school community in the long term, leading to increased disorder and dysfunction. Extreme security measures also play a role in pushing more students out of school and into the criminal justice system, which can have devastating consequences on students and their families. Although all schools do and should monitor students to some extent, empirical evidence demonstrates that not all students experience these intense, prisonlike conditions. Rather, schools serving higher concentrations of students of color are more likely to rely on coercive surveillance measures than schools serving primarily white students. Furthermore, the evidence suggests that legitimate safety concerns do not fully explain these racial disparities, but that implicit racial bias influences school officials’ decisions to rely on intense surveillance methods to some degree. Indeed, empirical studies repeatedly document that many people unconsciously and unfairly associate minorities, particularly African Americans, with aggression, violence, crime, and danger. Recognizing that our current constitutional jurisprudence establishes prime conditions for these racial disparities to develop, this Article proposes a reformulated legal framework to evaluate the constitutionality of coercive surveillance methods that is firmly grounded in the U.S. Supreme Court’s current Fourth Amendment jurisprudence. Applying this reformulated framework in connection with other strategies will ameliorate the effects of implicit racial bias,help address the disproportionate application of coercive security measures on students of color, and motivate school officials working in majority-minority schools to rely on alternative, evidence-based methods to enhance school safety without harming the learning climate

Implicit Racial Bias and Students\u27 Fourth Amendment Rights

Tragic acts of school violence such as what occurred in Columbine, Newtown, and, more recently, in Parkland and Santa Fe, provoke intense feelings of anger, fear, sadness, and helplessness. Understandably, in response to these incidents (and for other reasons), many schools have intensified the manner in which they monitor and control students. Some schools rely on combinations of security measures such as metal detectors; surveillance cameras; drug-sniffing dogs; locked and monitored gates; random searches of students’ belongings, lockers, and persons; and law enforcement officers. Not only is there little empirical evidence that these measures actually make schools safer, but overreliance on extreme security measures can create prisonlike environments that are inconsistent with students’ best interests. Specifically, overreliance on intense surveillance measures often engenders distrust and discord among members of the school community in the long term, leading to increased disorder and dysfunction. Extreme security measures also play a role in pushing more students out of school and into the criminal justice system, which can have devastating consequences on students and their families. Although all schools do and should monitor students to some extent, empirical evidence demonstrates that not all students experience these intense, prisonlike conditions. Rather, schools serving higher concentrations of students of color are more likely to rely on coercive surveillance measures than schools serving primarily white students. Furthermore, the evidence suggests that legitimate safety concerns do not fully explain these racial disparities, but that implicit racial bias influences school officials’ decisions to rely on intense surveillance methods to some degree. Indeed, empirical studies repeatedly document that many people unconsciously and unfairly associate minorities, particularly African Americans, with aggression, violence, crime, and danger. Recognizing that our current constitutional jurisprudence establishes prime conditions for these racial disparities to develop, this Article proposes a reformulated legal framework to evaluate the constitutionality of coercive surveillance methods that is firmly grounded in the U.S. Supreme Court’s current Fourth Amendment jurisprudence. Applying this reformulated framework in connection with other strategies will ameliorate the effects of implicit racial bias, help address the disproportionate application of coercive security measures on students of color, and motivate school officials working in majority-minority schools to rely on alternative, evidence-based methods to enhance school safety without harming the learning climate

Mitigating School Violence Through the Lens of School Officials in Southern States

The purpose of this qualitative phenomenological study was to understand the threats of school violence to children and school personnel employed in the South Central and Southeastern part of the United States and to identify strategies to mitigate these threats. The theory that guided this study was Clarke’s (2019) Situational Crime Prevention as it aims to improve the understanding of violence and the impact of potential strategies for the prevention of violence. Data for the thematic analysis were obtained directly from school personnel. The information from the findings could aid in understanding the process of threat assessment to determine if improvements are needed and if they do what could be done to accomplish that endeavor. Parents, school personnel, and students may also better understand the threat assessment process and how those policies are enacted to provide a safe school climate for students to be educated and instructors to teach. The findings revealed four themes. Theme 1 was about violence prevention and mitigation through risk assessment and crisis management planning. Theme 2 was about how prevention of unauthorized entry contributed to violence mitigation. Theme 3 concerned the need of school personnel to received active shooter training. Theme 4 consisted of most participants reporting a need for additional safety measures

The embedded mobilization in environmental protection of China : party-state-societal interactions, informal politics and issue-oriented political development

制度:新 ; 報告番号:甲3674号 ; 学位の種類:博士(学術) ; 授与年月日:2012/6/11 ; 早大学位記番号:新6042Waseda Universit

Obstacles to Environmental Progress

environment;policy;biology;earth sciences;United States;obstacles to progress;environmental policy;environmental law;environmental regulation;environmental science;environmental progress;environmental solutions;environmental justice;sustainability;uncertainty;decision processes;climate change;problem solving;unintended consequences;systems perspective;environmental monitoring;freedom and environmental policy;scientific uncertainty;cost-benefit analysis;flawed US democracy;disenfranchisement;gerrymandering;campaign finance;technological surprise;environmental design;trade and the environment;economic growth and the environment;statistical uncertainty;inference and extrapolation;scientific error

Obstacles to Environmental Progress: A U.S. perspective

Why, when so many people understand the severity of environmental problems, is progress so slow and sustainability such a distant goal? What gets in the way? Perhaps you have immediately thought of several barriers. In Obstacles to Environmental Progress, Peter Schulze identifies 18 practical obstacles that routinely and predictably hinder U.S. progress on existing environmental problems. The obstacles apply to problems small and large and, in most cases, regardless of whether an issue is controversial. Though the book focuses on the U.S., most of the obstacles pertain elsewhere as well. The obstacles fall into three categories: scientific challenges to anticipating and detecting problems; political and economic factors that interfere with responding; and obstacles to effective responses. While all the obstacles are predictable and common, they have not been systematically studied as related phenomena, perhaps because they span a wide range of academic disciplines. In practice, they often arise as surprises that are then addressed in an ad hoc manner. Might they be better understood and thus more readily anticipated and overcome or avoided? The book seeks to hasten environmental progress by forewarning and thus forearming those who are striving or will soon be striving for environmental progress, and by drawing scholarly attention to the obstacles as a set of related phenomena to systematically understand and more quickly overcome. Praise for Obstacles to Environmental Progress: ‘I have never come across another book that gives students such an accessible and helpful guide to the broad scope of the challenges facing an environmentally sound and sustainable future.’ Al Wurth, Lehigh University ‘We’ve long needed something like this: a gazetteer for answering the endless series of objections and overcoming the repetitive obstacles that stand between us and the environmental progress we urgently require.’ Bill McKibben, author of The End of Nature and founder of 350.org and Third Ac

English for Computing II

Навчальний посібник містить фахові тексти, лексичні та граматичні вправи комунікативного спрямування. Посібник також укомплектований аудіокурсом, що дає змогу використовувати автентичні записи зі спеціальності з метою формування навичок аудіювання. Призначається для студентів, що вивчають комп’ютерні науки

The American School Discipline Debate and the Persistence of Corporal Punishment in Southern Public Schools

The dissertation examines the history of American school discipline and corporal punishment in southern public schools. Pedagogical literature, court reports, and popular fiction show that school discipline was a controversial topic throughout American history. The conflict over corporal punishment in schools led to a 1976 Supreme Court decision, Ingraham v. Wright, affirming the power of educators to use corporal punishment. When the school discipline debate peaked late in the twentieth century, most American schools no longer used corporal punishment but southern educators continued to paddle students, especially African American school children. By the twenty-first century, southern city schools adopted non-violent forms of discipline but paddling persisted in rural southern schools, reinforcing images of the south as a violent region

Show Me Criminal Procedure

Show Me Criminal Procedure is an open educational resources casebook available for free to students. This is the 2d ed. published in Spring 2019.https://scholarship.law.missouri.edu/oer/1001/thumbnail.jp