This case study examines whether an academic listserv functions primarily as a medium for progressive discourse in which enacted power relations are collaborative or…
This case study examines whether an academic listserv functions primarily as a medium for progressive discourse in which enacted power relations are collaborative or primarily as a medium for discourse in which norms are unilaterally established and off‐line hierarchical power relations are re‐enacted. A few instances of progressive norm setting and other indicators of collaborative power relations were found. However, findings overall suggest that the hierarchical power relations of the college context were re‐enacted in the listserv as revealed by the manner in which the discourse was patterned by gender, rank, and role.
This chapter sums up the previous chapters beginning with personal life stories of how school-to-prison pipeline (STPP) disastrously affects the lives of students, most…
This chapter sums up the previous chapters beginning with personal life stories of how school-to-prison pipeline (STPP) disastrously affects the lives of students, most especially African American youth, Chicano youth, working-class students, and those with disabilities. From there we moved to the institutional level where the authors described factors in schools that contribute to the STPP. Also at the institutional level, contributing authors critically examined current approaches in schools, which were designed to help dismantle the STPP. Finally, from policy prospective the contributing authors explained how some existing policies could be used differently to disrupt the STPP. After each summary, we present bullet points suggesting what we (school stakeholders – leaders, faculty, etc., and policy makers) can do right now to disrupt the STPP.
This introduction chapter provides context to the ubiquitous nature of school discipline disproportionality, which has morphed into what is now commonly known as school-to-prison pipeline (STPP). A sample of major studies on school discipline research is presented to highlight the breadth and depth of the impact of discipline disparity on racially, culturally, and linguistically diverse students, low-income students, and students with disabilities. We also address how the interaction between implicit or explicit racism and discipline policies and practices exacerbates STPP. We acknowledge the efforts made by school systems to reverse the STPP trend through interventions such as restorative justice and positive behavioral intervention and support (PBIS). We posit that principals and teachers are critical agents in reforming the pervasive STPP trajectory. Finally, this chapter provides a synopsis of the rest of the chapters contained in this book.