Discrimination in Everyday LIfe - School to Prison Pipeline; Sexual Violence on College Campuses

1. +
Part IV Continued:
Discrimination in Everyday Life

2. + Race, Disability and the School-
to-Prison Pipeline
 The school-to-prison pipeline is a “nebulous mix of forces” that work
with school discipline policies—such as suspensions, expulsions,
and other exclusionary policies—to direct students of color out of the
classroom and into the criminal legal system
 Black students are affected in overwhelmingly disproportionate
numbers by these punishment-based policies
 Disability diagnoses play a role in the pipeline in that so-called “soft
disabilities” such as “emotional and behavioral disturbance” or the
broad term “specific learning disabilities,” which generally come after
students arrive in the classroom, are used as catchalls for a variety
of learning challenges and anti-social behaviors

3. +
Race, Disability and the School-to-Prison
Pipeline
 The assessments and labeling processes here are more
subjective than medically diagnosed disabilities, and there
are deep racial disparities in these diagnoses
 For example, white students are most likely to be labeled
“autistic” while African American students are most likely to
be labeled with specific learning disabilities
 In 2011-2012, black students were twice as likely as
Latinos, four times as likely as Asians and 1.4 times as
likely as whites to receive special education services for
emotional disturbance, according to federal data

4. + Living in an Immigrant Family in America: How
Fear and Toxic Stress Are Affecting Daily Life,
Well-being, and Health
 Trump Administration has established policies to enforce immigration
policies
 Approximately, 23 million noncitizens in the U.S., both documented and
undocumented
 12 million U.S. born children from noncitizen parents
 Authors conducted a study with 100 parents from 15 different countries and
interviewed pediatricians

5. + Living in an Immigrant Family in America: How
Fear and Toxic Stress Are Affecting Daily Life,
Well-being, and Health
 Immigrant families are experiencing resounding levels of fear and
uncertainty
 Even if lawfully present
 More predominantly found in latino families and those of muslim faith
 Undocumented fear deportation; lawfully present fear losing status
 Exacerbated by DACA uncertainty

6. + Living in an Immigrant Family in America: How
Fear and Toxic Stress Are Affecting Daily Life,
Well-being, and Health
 Immigrant families said that racism and discrimination, including bullying of
children have increased since election of 2016
 Fear and uncertainty levels are all time high
 Affects ability to find job; increases financial strain
 Affect family routine; leaving house less and only when necessary
 Increased fear of authority figures – fearful of interacting with police, or going to
government offices and decrease participation in government programs
 Reports of problems sleeping, eating, headaches and stomach pain, mental
health issues, such as depression and anxiety

7. + The #METOO Movement
https://youtu.be/ATYK2svJ6eM (documentary)
 They Treat me like a Criminal, but they are the Criminals. --The story of
Aura Hernandez, immigrant from Guatemala
 Assaulted by Custom and Border Patrol Officer who threatened to detain her
9-year old nephew indefinitely
 She fought for years to obtain a U visa which provide a protection for victims
cooperating with law enforcement; she qualified as a result of the alleged sexual
abuse.
 After seeking sanctuary in a Manhattan church to avoid her deportation, she finally
decided to speak out. She was not afforded the same protection under the #metoo
movement.

8. + The #METOO Movement
https://youtu.be/ATYK2svJ6eM (documentary)
 Why Black Women’s Experiences of #MeToo are Different.
 Details cases of Black women experiencing sexual violence to a level not
seen by other women
 The articles details how the #MeToo Movement was hijacked by upper- to
upper middle class White women in spite of the fact that the movement was
initiated by a Black woman named Tarana Burke in 2006
 Tarana Burke is an activist from Bronx, NY, that hoped that by sharing
stories of sexual abuse and harassment it would inspire other women to
break their silence

9. + The #METOO Movement
https://youtu.be/ATYK2svJ6eM (documentary)
 Why Black Women’s Experiences of #MeToo are Different.
 The author presents in a historical context the ways that black women
experience sexual abuse:
 History of Black Women’s Bodies on Display - early accounts regarded African women as
sexually available and immoral; carried to U.S. where black women subjected to violent
sexual abuse and forced nudity
 Sexual Violence and the Father of Gynecology – experimentation on enslaved black
women of unproven gynecological treatment. Black women were required to strip
completely and subjected to painful and embarrassing treatment; White were allowed to
remained clothed as possible and more privacy

10. + The #METOO Movement
https://youtu.be/ATYK2svJ6eM (documentary)
 Why Black Women’s Experiences of #MeToo are Different.
 The author presents in a historical context the ways that black women
experience sexual abuse:
 Sexual Violence in a Court of Law. Biracial woman forced to strip in front of a jury in
order to prove to answer whether her husband would have been able to tell that she was
Black at the time they married.
 The Past is Present. Sexual violence against Black women continues to manifests itself
at a unique level still today.

11. + Sexual Violence on Campus
~ source: rainn.org
 11.2% of all students experience rape or sexual assault through physical force,
violence, or incapacitation (among all graduate and undergraduate students).
 Among graduate and professional students, 8.8% of females and 2.2% of males
experience rape or sexual assault through physical force, violence, or
incapacitation.
 Among undergraduate students, 23.1% of females and 5.4% of males experience
rape or sexual assault through physical force, violence, or incapacitation.
 4.2% of students have experienced stalking since entering college.
 21% of TGQN (transgender, genderqueer, nonconforming) college students have
been sexually assaulted, compared to 18% of non-TGQN females, and 4% of
non-TGQN males.2

12. +
Sexual Violence
on Campus
~ source: rainn.org

13. + Power-Conscious Approaches to
Campus Sexual Violence
 Three recommendations for approaching sexual violence form a power-conscious
perspective
 Learn the history of rape and racism.
 Community accountability systems should be considered with a focus on perpetrator
behavior
 An understanding of the role of oppression in legal and policy response as well as the
intersection of oppression and sexual violence
 Employ an intersectional, identity-conscious perspective.
 No one-size-fits-all approach; must consider the intersectionality of victims (men vs.
women, cis vs queer, black vs white vs latino, etc.)
 Focus on perpetrators.
 Perps are solely responsible for sexual violence; take focus off alcohol, wrong place at
wrong time, not a misunderstanding. Stop making the perp invisible.