Resisting the School-to-Prison Pipeline Utilizing Guidance from the Frontlines: Chicano Student Experiences as a Source of Knowledge and Strength

Abstract

The school-to-prison pipeline is a booming pipeline that is the cause for alarm. Increasingly, this pipeline includes more of Chicano males, and this dynamic is reflected in low rates of high school graduates going to college contrasted with the growing number of Chicanos in the juvenile justice and court systems. This study focuses on the impacts of the school-to-prison pipeline on Chicano students. Furthermore, utilizing a CRT and LatCrit framework, this study centers the experiential knowledge that Chicano students contribute to conceptualizing ways of disrupting the school-to-prison pipeline. Themes of this study include the following: (1) Chicano student experiences with the school-to-prison pipeline, (2) innovation of discipline policy and practice, and (3) effective alternative practices to a zero tolerance framework. Through this, Chicano students point to a praxis grounded in community to clear educational pathways and interrupt the school-to-prison pipeline.

Citation

Valles, B.G. (2017), "Resisting the School-to-Prison Pipeline Utilizing Guidance from the Frontlines: Chicano Student Experiences as a Source of Knowledge and Strength", The School to Prison Pipeline: The Role of Culture and Discipline in School (Advances in Race and Ethnicity in Education, Vol. 4), Emerald Publishing Limited, Leeds, pp. 41-64. https://doi.org/10.1108/S2051-231720160000004004