Understanding the antecedents of the “school-to-jail” link: the relationship between race and school discipline.
One of the strongest findings in the juvenile delinquency literature is the relationship between a lack of school success, school disengagement, and involvement in the criminal justice system. This link has been deemed the “school-to-jail pipeline.” To date, research has not clarified the antecedent...
| Publicado en: | Journal of Criminal Law & Criminology Vol. 101; no. 2; pp. 633 - 666 |
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| Autores principales: | , |
| Formato: | Artículo |
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Northwestern University
Spring2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=502151323&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 502151323 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00914169 CLC jtl: Journal of Criminal Law & Criminology issn: 00914169 maglogo: N pubinfo: dt: Spring2011 vid: 101 iid: 2 pid: 1093 pub: Northwestern University artinfo: ui: 502151323 ppf: 633 ppct: 33 formats: fmt: – @attributes: type: T – @attributes: type: P size: 16.8MB tig: atl: Understanding the antecedents of the “school-to-jail” link: the relationship between race and school discipline. aug: au: Rocque, Michael Paternoster, Raymond su: School discipline Education Race Education of Black people Race discrimination United States sug: subj: United States School discipline Education Race Education of Black people Race discrimination ab: One of the strongest findings in the juvenile delinquency literature is the relationship between a lack of school success, school disengagement, and involvement in the criminal justice system. This link has been deemed the “school-to-jail pipeline.” To date, research has not clarified the antecedents or origins of this school failure and disengagement, although it is known that it occurs at relatively young ages. This study examines one possible source: racial bias in school discipline experienced during the elementary school years. Using a multi-level analysis, we examine whether African-American elementary school students are more likely to receive disciplinary infractions while controlling for individual-level, classroom-level, and school-level factors. Our findings, robust across several models, show that African-American children receive more disciplinary infractions than children from other racial categories. Classroom factors, school factors, and student behavior are not sufficient to account for this finding. We also find that school-level characteristics (e.g., percentage of black students) are related to overall discipline levels, consistent with a racial threat hypothesis. These findings have important implications for the school-to-jail literature and may point to one explanation for why minority students fare less well and are more likely to disengage from schools at a younger age than whites. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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