This document discusses the school-to-prison pipeline, which pushes students, especially youth of color, out of schools and into the criminal justice system through zero-tolerance policies and lack of resources. It notes that the Gun Free Schools Act of 1994 and zero tolerance policies have been disproportionately applied to minor infractions of students of color. To address this issue, the Juvenile Justice and Delinquency Prevention Act of 1974 was passed to reform the juvenile justice system and reduce rates of violent delinquency by providing funding to states for intervention programs that meet its core requirements of deinstitutionalizing status offenders and separating juvenile and adult offenders.
This document analyzes zero-tolerance policies in schools and their impact on youth. It discusses how zero-tolerance originated as a law enforcement measure to crack down on drugs and minor crimes. It was later adopted by schools to promote safety but has led to unreasonable punishments for minor infractions. Studies show these policies disproportionately impact minority students and have increased arrests of female students. While some support the policies for preventing violence, others see a need for reform given the detrimental effects.
This memo requests authorization and funding to research the need for a mandated gender studies requirement for all students at Boise State University. It argues that with increased awareness of issues like sexual assault, LGBT rights, and gender inequality, education on these topics is critical. Currently, few schools require such education and most campus sexual assaults go unreported. The proposal outlines tasks to research the effectiveness of similar programs, faculty attitudes, and students' current exposure to and perceptions of gender studies education to determine the need for a requirement.
This document summarizes an academic study that explored the experiences and perspectives of 8 black students who graduated or were near graduation from the University of Wisconsin-La Crosse. The study found that these successful students developed strong determination and confidence despite facing racism on campus. They also relied on supportive family and foundational academic support systems. The students provided advice to future black students, such as having clearly defined goals and getting involved on campus. However, they also noted ongoing issues with racism and lack of diversity at the university.
Gender Discrimination in Education: The Violation of Rights of Women and Girl...Dr Lendy Spires
This document summarizes a report on gender discrimination in education submitted to CEDAW. It finds that while progress has been made towards gender parity in primary education enrollment, girls continue to face significant discrimination, disadvantages, and human rights violations in all aspects of their education. It highlights issues such as higher dropout rates for girls, gender stereotyping in curricula and teaching, and violence against girls in and on the way to school in many countries. The report includes country case studies from Bolivia, Armenia, Pakistan, and Tanzania to illustrate these problems. It calls on governments and CEDAW to take stronger actions to promote gender equality throughout education systems in line with international human rights laws and treaties.
Corporal punishment contestations, paradoxes and implications for school lead...mangomiso
This document summarizes a research study on corporal punishment in two South African high schools. The study aimed to understand perspectives on corporal punishment and implications for school leadership. Interviews were conducted with principals, teachers, and students at the two schools. Findings showed that some community members viewed corporal punishment as an acceptable disciplinary measure, while others saw it as a form of violence. Overall, the schools seemed to be failing to eliminate corporal punishment. The paper argues that leadership was a missing link in the schools' failure, and that stronger, more distributed leadership would be more likely to eradicate corporal punishment and promote alternative disciplinary methods.
Top 10 educational issues boammaaruri nchilebeya79
This document discusses zero tolerance policies in schools. It begins by providing background on zero tolerance policies, noting they first appeared in 1994 and were intended to prevent drug abuse, violence, and gang activity. However, they have been criticized as "zero intelligence policies" that do not consider circumstances and disproportionately punish minority students. The document then examines both the benefits and drawbacks of these policies. While supporters argue they improve safety, critics note they are ineffective, can accelerate antisocial behavior, and result in denial of education. The conclusion is that alternative approaches like restorative justice and community service are likely better than overly harsh punishments for minor offenses.
Strassberg, petra gender and faculty rank focus v8 n1 2014William Kritsonis
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
This document analyzes zero-tolerance policies in schools and their impact on youth. It discusses how zero-tolerance originated as a law enforcement measure to crack down on drugs and minor crimes. It was later adopted by schools to promote safety but has led to unreasonable punishments for minor infractions. Studies show these policies disproportionately impact minority students and have increased arrests of female students. While some support the policies for preventing violence, others see a need for reform given the detrimental effects.
This memo requests authorization and funding to research the need for a mandated gender studies requirement for all students at Boise State University. It argues that with increased awareness of issues like sexual assault, LGBT rights, and gender inequality, education on these topics is critical. Currently, few schools require such education and most campus sexual assaults go unreported. The proposal outlines tasks to research the effectiveness of similar programs, faculty attitudes, and students' current exposure to and perceptions of gender studies education to determine the need for a requirement.
This document summarizes an academic study that explored the experiences and perspectives of 8 black students who graduated or were near graduation from the University of Wisconsin-La Crosse. The study found that these successful students developed strong determination and confidence despite facing racism on campus. They also relied on supportive family and foundational academic support systems. The students provided advice to future black students, such as having clearly defined goals and getting involved on campus. However, they also noted ongoing issues with racism and lack of diversity at the university.
Gender Discrimination in Education: The Violation of Rights of Women and Girl...Dr Lendy Spires
This document summarizes a report on gender discrimination in education submitted to CEDAW. It finds that while progress has been made towards gender parity in primary education enrollment, girls continue to face significant discrimination, disadvantages, and human rights violations in all aspects of their education. It highlights issues such as higher dropout rates for girls, gender stereotyping in curricula and teaching, and violence against girls in and on the way to school in many countries. The report includes country case studies from Bolivia, Armenia, Pakistan, and Tanzania to illustrate these problems. It calls on governments and CEDAW to take stronger actions to promote gender equality throughout education systems in line with international human rights laws and treaties.
Corporal punishment contestations, paradoxes and implications for school lead...mangomiso
This document summarizes a research study on corporal punishment in two South African high schools. The study aimed to understand perspectives on corporal punishment and implications for school leadership. Interviews were conducted with principals, teachers, and students at the two schools. Findings showed that some community members viewed corporal punishment as an acceptable disciplinary measure, while others saw it as a form of violence. Overall, the schools seemed to be failing to eliminate corporal punishment. The paper argues that leadership was a missing link in the schools' failure, and that stronger, more distributed leadership would be more likely to eradicate corporal punishment and promote alternative disciplinary methods.
Top 10 educational issues boammaaruri nchilebeya79
This document discusses zero tolerance policies in schools. It begins by providing background on zero tolerance policies, noting they first appeared in 1994 and were intended to prevent drug abuse, violence, and gang activity. However, they have been criticized as "zero intelligence policies" that do not consider circumstances and disproportionately punish minority students. The document then examines both the benefits and drawbacks of these policies. While supporters argue they improve safety, critics note they are ineffective, can accelerate antisocial behavior, and result in denial of education. The conclusion is that alternative approaches like restorative justice and community service are likely better than overly harsh punishments for minor offenses.
Strassberg, petra gender and faculty rank focus v8 n1 2014William Kritsonis
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
This document is a dissertation submitted by a student to the University of Leeds. The dissertation examines factors influencing differences in educational outcomes between social groups, with a focus on working-class ethnic minority males.
The introduction provides background on previous research that has tended to view social groups like gender, ethnicity and social class in isolation rather than considering their intersections. The student then outlines Pierre Bourdieu's theory of social and cultural reproduction and its relevance to explaining educational inequalities.
The literature review examines previous research on the influence of gender, ethnicity and social class on educational achievement. It discusses debates around viewing any single factor in isolation versus considering their interactions and intersections. Studies showing attainment differences within social groups are discussed to argue against
The Discourse of School Dropout: Re-centering the Perceptions of School-based Service Providers ......................... 1
Deborah Ribera.
Is the Norwegian Army´s View of Physical Education and Training Relevant for Modern Military Operations? 18
Ole Boe and John H. Nergård
The Framework of an International MBA Blended Course for Learning About Business Through the Cinema .... 37
Alexander Franco
Learning Through Play in Speed School, an International Accelerated Learning Program ....................................... 52
Susan Rauchwerk
A Development of Students’ Worksheet Based on Contextual Teaching and Learning............................................. 64
Zulyadaini
Identifying EFL Learners Essay Writing Difficulties and Sources: A Move towards Solution The Case of Second
Year EFL Learners at Tlemcen University ......................................................................................................................... 80
Asma BELKHIR and Radia BENYELLES
Conquering Worrisome Word Problems – Algebra Success .......................................................................................... 89
Vicki-Lynn Holmes, Karla Spence, Jane Finn, Shelia McGee Ingram, and Libbey Horton
Saudi Arabian International Graduate Students' Lived Experiences Studying for the First Time in a
MixedGender, Non-Segregated U.S University ............................................................................................................. 101
Barbara N. Young, Ed. D., Donald Snead, Ed. D.
Teacher experiences of disciplinary measures in tanzania adventist secondary ...Alexander Decker
This document summarizes a study on teacher experiences with disciplinary measures in Tanzanian secondary schools. Specifically, it examines a case study of Tanzania Adventist Secondary School. The study aims to describe patterns of disciplinary measures, identify relationships between learning and discipline, assess national policy implementation, and propose opportunities for change. It reviews related literature on reasons for and against corporal punishment. The methodology section describes using a qualitative case study approach, interviewing 6 teachers to understand disciplinary experiences in depth at this school in particular.
Lunenburg, fred c preventing school violence focus v4 n1 2010William Kritsonis
This document summarizes strategies for preventing school violence. It discusses how violence in America and schools has increased substantially in recent years. Two key strategies mentioned are toughening weapons laws, such as establishing weapon-free school zones, and dealing with violent students through actions like expelling them, transferring them to alternative schools, and taking away privileges. The summary provides an overview of the high-level topics and main points covered in the document in under 3 sentences.
This is the agenda for the 2021 meeting of the Society of Undergraduate Humanities Publications. The Northwestern Undergraduate Research Journal hosted this conference from January 7-10.
Transition from College to Employment: Lived Employment Experiences and Perce...Dr. Brenda C Williams
This document summarizes a research study on the transition from college to employment for students with physical disabilities. It finds that students with disabilities have disproportionately high unemployment rates after graduation compared to the general population. The study aims to understand the lived experiences and perceptions of seniors and recent graduates with physical disabilities regarding how their disability influences their ability to obtain jobs. It also examines their perceptions of career services and preparation for the employment process. The methodology is a phenomenological study using interviews to understand participants' experiences and identify themes regarding barriers to employment for college students with physical disabilities.
Delivering Digital Higher Education into Prisons: The Cases of Four Universit...Helen Farley
Around the world, various correctional jurisdictions are struggling to enable the delivery of higher education into prisons. At a time when universities are moving increasingly online, very often access to the internet is restricted or disallowed in correctional environments. Four universities, all leading distance education providers in the countries in which they are based, are delivering higher education into prisons using technology to varying extents.
This paper reports on regional differences in the provision of distance education into prisons, particularly using technology, in Australia, the United Kingdom, Turkey and Nigeria. In these four jurisdictions, there are significant differences in prisoner access to computer hardware, personal devices and to the internet. How these differences impact on the delivery of distance education is explored with an examination of various learning initiatives and lessons learned.
This document provides a literature review and background on a study examining factors influencing the political participation of students at the University of Johannesburg. It discusses the following key points in 3 sentences:
The study aims to understand why political participation has declined among South African youth by examining how students' demographic characteristics and perceptions of the ruling ANC party influence their participation. The literature review covers political participation in general, and how race, class, and perceptions of the ANC have been found to shape political involvement. The document provides context on the study which used a survey to quantitatively measure how factors like race, class, and views of government affect the political participation of students at the University of Johannesburg.
The document discusses the Declaration of the Rights of the Child from 1959. It outlines 10 key principles that establish children's rights, including the right to a name, nationality, nutrition, healthcare, education, developing personality, and protection from neglect, cruelty, exploitation, and improper employment. However, the commentary notes that while the principles aim to ensure children's happiness, many children worldwide still face violations of their rights, such as lack of access to education, child labor, and violence. Global efforts are needed to better implement children's rights in all communities and contexts.
ALC Working Paper No.2 Zoneziwoh Mbondgulo WondiehZo Fem
This document summarizes a paper on sexual violence at the University of Buea in Cameroon. It begins by justifying the focus on universities, noting they can be unsafe spaces for women due to male domination and lack of protections. It then outlines the paper's objectives: 1) Analyze strategies from US and African universities to address sexual violence; and 2) Engage students and administration at University of Buea in discussions to promote sexual education and strong policies against abuse of female students. The goal is to empower students, especially women, to understand and protect their sexual rights, and feel comfortable reporting issues.
This document discusses educational technologies that can help develop socially active individuals. It analyzes the category of "social activity" and identifies four types of educational technologies based on their impact: meta-technologies that address broad social issues, sectoral macro-technologies that implement educational policies within institutions, modular-local technologies that address parts of the educational process, and micro-technologies that involve direct interactions. Research identified that many youth do not fully understand social activity and see it only as participation in events rather than proactive involvement in social issues. Educational technologies like creative activities, leadership training, and volunteering can help develop qualities of social activity in students.
The Institute for Research on Women and Gender (IRWG) at the University of Michigan was established in 1995 to promote and support research on women, gender, and sexuality. IRWG provides funding for faculty and student research, hosts events and lectures, and supports visiting scholars. It works to advance scholarship at the intersection of gender, women, and sexuality across disciplines.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
The document discusses the Museum of Tolerance and its focus on racism in American history and the Holocaust. It describes how the museum discusses human rights, racism, and individual responsibility to speak up against racism and prevent future genocides. It then provides details about the Warsaw Ghetto Uprising during World War II, where Jewish resistance fighters held off German troops for over a month after being forced into the ghetto.
This document analyzes zero-tolerance policies in schools and their impact on youth. It discusses how zero-tolerance originated as a law enforcement measure to crack down on drugs and minor crimes. It was later adopted by schools to promote safety but has led to unreasonable punishments for minor infractions. Studies show these policies disproportionately impact minority students and have increased arrests of female students. While some support the policies for preventing violence, others see them as too extreme and discriminatory. The document concludes that policy changes are needed to ensure fairness and avoid detrimental impacts of zero-tolerance.
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Forum on Public Policy
1
―Education Or Incarceration: Zero Tolerance Policies And The School To
Prison Pipeline”
Nancy A. Heitzeg, Professor of Sociology and Program Director, Critical Studies of
Race/Ethnicity, St. Catherine University, St. Paul, MN
Abstract
In the past decade, there has been a growing convergence between schools and legal systems. The school to prison
pipeline refers to this growing pattern of tracking students out of educational institutions, primarily via ―zero
tolerance‖ policies, and , directly and/or indirectly, into the juvenile and adult criminal justice systems. The school
to prison pipeline has emerged in the larger context of media hysteria over youth violence and the mass
incarceration that characterize both the juvenile and adult legal systems.
While the school to prison pipeline is facilitated by a number of trends in education, it is most directly
attributable to the expansion of zero tolerance policies. These policies have no measureable impact on school safety,
but are associated with a number of negative effects‖ racially disproportionality, increased suspensions and
expulsions, elevated drop-out rates, and multiple legal issues related to due process. A growing critique of these
policies has lead to calls for reform and alternatives.
The School to Prison Pipeline Defined
“In the last decade, the punitive and overzealous tools and approaches of the modern criminal justice
system have seeped into our schools, serving to remove children from mainstream educational
environments and funnel them onto a one-way path toward prison….
The School-to-Prison Pipeline is one of the most urgent challenges in education today.”
(NAACP 2005)
The promise of free and compulsory public education in the United States is a promise of equal
opportunity and access to the ―American Dream‖. This ideal is billed as the great democratic
leveler of the proverbial playing field, and proclaims educational attainment as a source of
upward social mobility, expanded occupational horizons, and an engaged, highly literate
citizenry. This promise has proven to be an illusionary one, marred by a history of segregation-
de jure and de facto, by class and race disparities, and by gulfs in both funding and quality.
Despite some fleeting hope in the early years of the post-Civil Rights eras, the promise remains
elusive for many. Indeed, shifts in educational policy in the past 15 years have exacerbated the
inherent inequities in public education. Rather than creating an atmosphere of learning,
engagement and opportunity, current educational practices have increasingly blurred the
distinction between school and jail. The school to pri.
Running head LITERATURE REVIEW1MINORITY BOYS SCHOOL DROPOUT A.docxwlynn1
Running head: LITERATURE REVIEW 1
MINORITY BOYS SCHOOL DROPOUT AND CONTINUATION SCHOOL 2
Literature Review
Literature Review
It is expected that every student enrolled in high school works hard towards the completion of their high school diploma. However, research indicates there was a 5.4% drop out among the minority groups, in which 6.4% of the overall status dropout rate is that of the male youth. Among the Africans, Hispanics, and American Indian Natives, the dropout rates among the boys are 8%, 10%, and 11.6%, respectively (Musu-Gillette, De Brey, McFarland, Hussar, Sonnenberg, & Wilkinson-Flicker, 2017). These dropouts often join continuation schools later in life with the hope that they will get an equivalent of their high school diploma. The theoretical framework of this research is based on the phenomenological approach, in which the aim is to examine the occurrence of school dropout among minority boys and their performance after joining continuation school.
One of the theories that explain why minority boys drop out of school is the Critical Race Theory. The model argues that education opportunities are often affected by an individual’s race and racism (Colbert, 2017). Based on this theory, minority groups are often faced with issues such as poverty and racial discrimination in schools, which causes some of the male students to drop out of school. Racism victims in school feel inferior to the whites and sometimes feel like they do not deserve a quality education, and they end up falling behind in school.
Cultural production theory, on the other hand, explains why the dropouts choose to go back to school. The theory holds that the education system helps to level out the playing field so that people get equal opportunities to make their lives. The approach provides an essential perspective as to why minority boys dropouts join continuation schools and complete their learning process.
According to Bania, Lydersen, and Kvernmo (2016), non-completion of high school mostly results from different problems, most of which are health-related. In research in which the authors carried out among the youths in the Arctic, they found out that dropout rates were higher among males. Additionally, minority males often drop out due to mental issues. Based on the article, education affects an individual’s employment opportunities and income, as well as the quality of life, which explains why the dropouts choose to join continuation schools later in life.
Hernandez and Ortez (2019) undertake research in which they analyze the experiences of some Latinas who are enrolled in continuation school. Based on the writers’ claims, continuation schools have put in place strategies that enable the students to cope and realize that they have an opportunity to succeed just like any other individual. Additionally, due to the improvement in the prospects for quality education presented to the marginalized groups, the article indicates that there are .
This document discusses variables related to the male and female prison populations in the United States. It provides statistics on ethnic populations, age, gender, sentences, security levels, offenses, and mental health of inmates. A survey was also conducted of students in a sociology class about these topics. The survey results showed that students were most accurate in their responses about the total US inmate population, the average inmate age, the percentage of the population that is male inmates, and the percentage of female prison officers.
This document summarizes a research study examining how crime victimization rates impact students' housing choices while attending the University of Central Florida. The study will analyze three key elements: (1) students' overall fear of crime victimization, (2) how gender affects fear of victimization, and (3) how student housing affects victimization rates. A literature review discusses past research on these topics. The proposed study will survey 300 UCF students about their housing choices and perceptions of safety. Results will be analyzed to test hypotheses, such as whether women research crime more before choosing housing or if upperclassmen's housing choices are more impacted by local crime rates.
CALIFORNIA LUTHERAN UNIVERSITYINSTITUTIONAL REVIEW BOARDAP.docxhumphrieskalyn
CALIFORNIA LUTHERAN UNIVERSITY
INSTITUTIONAL REVIEW BOARD
APPLICATION TO USE HUMAN PARTICIPANTS IN RESEARCH
Before completing this application, please review Procedures for Obtaining Institutional Approval for the Use of Human Participants, available at http://www.callutheran.edu/irb/
Instructions: Complete all sections below. Incomplete applications will be returned. Be sure to attach all relevant material, including informed consent documents, instruments, interview protocols, and letters of approval from sites, as applicable.
1. Investigator’s NameNina Kuzniak
Department School of Management MPPA Program
Phone 702.332.3606 Email [email protected]
IRB Training Certificate Number & Date 02/20/12
#872431
Students: Application must be submitted by your faculty sponsor.
Faculty Sponsor’s Name Dr. Haco Hoang
Department Global Studies
Phone 805.493.3433
Email [email protected]
2. Project Title Analyzing the effectiveness of current K-12 sex education curriculum at meeting the needs of diverse sexual identities
3. Category of Research (check one):
· Institutional Research, Intended for Possible Publication
· Proposal Already Approved by Another Institution (attach documentation)
· Modification of a Proposal Already Approved by CLU IRB
· All-inclusive Application* for Research Conducted by Students in a Graduate Course NOT to include Masters theses or Doctoral dissertations (specify title)________________________________
· All-inclusive Application* for Research Conducted by Students in an Undergraduate Course (title)__________________________________
· Doctoral Dissertation
· Master’s Thesis, Honors Thesis, or Capstone Project
· Student Individualized (Independent) Study Project
· Action Research Project
· Other____________________________________________________
*Instructor must collect Class Project Approval Form from each student for his/her records.
4. Review Category Requested
___Exempt Status ___Expedited Review ___Full Board Review
Include justification for Exempt Status or Expedited Review. (See Procedures for Obtaining Institutional Approval for Research, available at http://www.callutheran.edu/irb/, for a discussion of the criteria for each category).
5.Methodology and Research Objectives
Describe and justify the proposed methodology: Sections should include; Background: cite related literature that roots the study in unanswered conceptual, theoretical, or practical issues; Research objectives: describe what you hope to accomplish with this study; Methods: describe the proposed methodology. Be sure that the methodology will permit the research/educational objectives to be met.
DO NOT paste elements of a thesis proposal. This section should be brief but clear, allowing the committee to understand the why, what, and how of your project.
Sex education has been a topic of interest in political agendas for the better part of the 20th century, experiencing deep investment from advocacy groups with ties to ...
Annotated BibliographyStudent’s Name Juliana Harr.docxdurantheseldine
Annotated Bibliography
Student’s Name: Juliana Harris
Institutional Affiliations: American Public University
Fader, J. J., Lockwood, B., Schall, V. L., & Stokes, B. (2015). A promising approach to narrowing the school-to-prison pipeline: The WISE arrest diversion program. Youth Violence and Juvenile Justice, 13(2), 123-142. Comment by Dr. Mark Bond: References need to be formatted in alphabetical order Comment by Dr. Mark Bond: Double space between all lines and paragraphs. Remove the extra spacing. Apply this throughout the paper. Comment by Dr. Mark Bond: Missing information:A Promising Approach to Narrowing the School-to-Prison PipelineJournal Article published Apr 2015 in Youth Violence and Juvenile Justice volume 13 issue 2 on pages 123 to 142Authors: Jamie J. Fader, Brian Lockwood, Victoria L. Schall, Benjamin Stokes https://doi.org/10.1177/1541204014521249
This article is based on the WISE Arrest Diversion Program which is used as a pipeline to limit school to prison pipeline. This article has mentioned a list of programs which were evaluated in Uthica in New York. Based on the information obtained from this article, this program has so far proved to be successful since it has reduced the number of schools going teenagers from being imprisoned. As such, the research conducted in this article has shown the possibility of an alternative to what is popularly known as the school to prison pipeline. Comment by Dr. Mark Bond: What type of research methods were used in the study? Make sure that you fully analyze the entire article.
Castillo, J. (2014). Tolerance in schools for Latino students: Dismantling the school-to-prison pipeline. Harvard Journal of Hispanic Policy, 26, 43-58.
According to Castro, the American Bar Association enforces the zero tolerance policies. These policies do not differentiate between offenses that are trivial from those offenses considered as significant. Furthermore, these policies hardly differentiate between those who have intentionally committed offenses from school going children who suffer from behavioral disorders. The author is of the opinion that, zero-tolerance policies are linked to other policies enforced in learning institutions, by metal detectors, body searches, or security cameras. Rather than having zero-tolerance policies, school districts ought to implement other options that are less stringent. As such, this article highlights existing differences between zero-tolerance policies and how they relate to over policing in learning institutions, and considers restorative justice as the best alternative.
Cole, H. A., & Heilig, J. V. (2011). Developing a school-based youth court: A potential alternative to the school to prison pipeline. JL & Educ., 40, 305. Comment by Dr. Mark Bond: Spell out the journal name
The authors of this article, Cole and Vasquez described how juvenile courts has implemented a policy resolution with the aim of reducing the phenomenon of “push-out”. These authors.
This document is a dissertation submitted by a student to the University of Leeds. The dissertation examines factors influencing differences in educational outcomes between social groups, with a focus on working-class ethnic minority males.
The introduction provides background on previous research that has tended to view social groups like gender, ethnicity and social class in isolation rather than considering their intersections. The student then outlines Pierre Bourdieu's theory of social and cultural reproduction and its relevance to explaining educational inequalities.
The literature review examines previous research on the influence of gender, ethnicity and social class on educational achievement. It discusses debates around viewing any single factor in isolation versus considering their interactions and intersections. Studies showing attainment differences within social groups are discussed to argue against
The Discourse of School Dropout: Re-centering the Perceptions of School-based Service Providers ......................... 1
Deborah Ribera.
Is the Norwegian Army´s View of Physical Education and Training Relevant for Modern Military Operations? 18
Ole Boe and John H. Nergård
The Framework of an International MBA Blended Course for Learning About Business Through the Cinema .... 37
Alexander Franco
Learning Through Play in Speed School, an International Accelerated Learning Program ....................................... 52
Susan Rauchwerk
A Development of Students’ Worksheet Based on Contextual Teaching and Learning............................................. 64
Zulyadaini
Identifying EFL Learners Essay Writing Difficulties and Sources: A Move towards Solution The Case of Second
Year EFL Learners at Tlemcen University ......................................................................................................................... 80
Asma BELKHIR and Radia BENYELLES
Conquering Worrisome Word Problems – Algebra Success .......................................................................................... 89
Vicki-Lynn Holmes, Karla Spence, Jane Finn, Shelia McGee Ingram, and Libbey Horton
Saudi Arabian International Graduate Students' Lived Experiences Studying for the First Time in a
MixedGender, Non-Segregated U.S University ............................................................................................................. 101
Barbara N. Young, Ed. D., Donald Snead, Ed. D.
Teacher experiences of disciplinary measures in tanzania adventist secondary ...Alexander Decker
This document summarizes a study on teacher experiences with disciplinary measures in Tanzanian secondary schools. Specifically, it examines a case study of Tanzania Adventist Secondary School. The study aims to describe patterns of disciplinary measures, identify relationships between learning and discipline, assess national policy implementation, and propose opportunities for change. It reviews related literature on reasons for and against corporal punishment. The methodology section describes using a qualitative case study approach, interviewing 6 teachers to understand disciplinary experiences in depth at this school in particular.
Lunenburg, fred c preventing school violence focus v4 n1 2010William Kritsonis
This document summarizes strategies for preventing school violence. It discusses how violence in America and schools has increased substantially in recent years. Two key strategies mentioned are toughening weapons laws, such as establishing weapon-free school zones, and dealing with violent students through actions like expelling them, transferring them to alternative schools, and taking away privileges. The summary provides an overview of the high-level topics and main points covered in the document in under 3 sentences.
This is the agenda for the 2021 meeting of the Society of Undergraduate Humanities Publications. The Northwestern Undergraduate Research Journal hosted this conference from January 7-10.
Transition from College to Employment: Lived Employment Experiences and Perce...Dr. Brenda C Williams
This document summarizes a research study on the transition from college to employment for students with physical disabilities. It finds that students with disabilities have disproportionately high unemployment rates after graduation compared to the general population. The study aims to understand the lived experiences and perceptions of seniors and recent graduates with physical disabilities regarding how their disability influences their ability to obtain jobs. It also examines their perceptions of career services and preparation for the employment process. The methodology is a phenomenological study using interviews to understand participants' experiences and identify themes regarding barriers to employment for college students with physical disabilities.
Delivering Digital Higher Education into Prisons: The Cases of Four Universit...Helen Farley
Around the world, various correctional jurisdictions are struggling to enable the delivery of higher education into prisons. At a time when universities are moving increasingly online, very often access to the internet is restricted or disallowed in correctional environments. Four universities, all leading distance education providers in the countries in which they are based, are delivering higher education into prisons using technology to varying extents.
This paper reports on regional differences in the provision of distance education into prisons, particularly using technology, in Australia, the United Kingdom, Turkey and Nigeria. In these four jurisdictions, there are significant differences in prisoner access to computer hardware, personal devices and to the internet. How these differences impact on the delivery of distance education is explored with an examination of various learning initiatives and lessons learned.
This document provides a literature review and background on a study examining factors influencing the political participation of students at the University of Johannesburg. It discusses the following key points in 3 sentences:
The study aims to understand why political participation has declined among South African youth by examining how students' demographic characteristics and perceptions of the ruling ANC party influence their participation. The literature review covers political participation in general, and how race, class, and perceptions of the ANC have been found to shape political involvement. The document provides context on the study which used a survey to quantitatively measure how factors like race, class, and views of government affect the political participation of students at the University of Johannesburg.
The document discusses the Declaration of the Rights of the Child from 1959. It outlines 10 key principles that establish children's rights, including the right to a name, nationality, nutrition, healthcare, education, developing personality, and protection from neglect, cruelty, exploitation, and improper employment. However, the commentary notes that while the principles aim to ensure children's happiness, many children worldwide still face violations of their rights, such as lack of access to education, child labor, and violence. Global efforts are needed to better implement children's rights in all communities and contexts.
ALC Working Paper No.2 Zoneziwoh Mbondgulo WondiehZo Fem
This document summarizes a paper on sexual violence at the University of Buea in Cameroon. It begins by justifying the focus on universities, noting they can be unsafe spaces for women due to male domination and lack of protections. It then outlines the paper's objectives: 1) Analyze strategies from US and African universities to address sexual violence; and 2) Engage students and administration at University of Buea in discussions to promote sexual education and strong policies against abuse of female students. The goal is to empower students, especially women, to understand and protect their sexual rights, and feel comfortable reporting issues.
This document discusses educational technologies that can help develop socially active individuals. It analyzes the category of "social activity" and identifies four types of educational technologies based on their impact: meta-technologies that address broad social issues, sectoral macro-technologies that implement educational policies within institutions, modular-local technologies that address parts of the educational process, and micro-technologies that involve direct interactions. Research identified that many youth do not fully understand social activity and see it only as participation in events rather than proactive involvement in social issues. Educational technologies like creative activities, leadership training, and volunteering can help develop qualities of social activity in students.
The Institute for Research on Women and Gender (IRWG) at the University of Michigan was established in 1995 to promote and support research on women, gender, and sexuality. IRWG provides funding for faculty and student research, hosts events and lectures, and supports visiting scholars. It works to advance scholarship at the intersection of gender, women, and sexuality across disciplines.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
The document discusses the Museum of Tolerance and its focus on racism in American history and the Holocaust. It describes how the museum discusses human rights, racism, and individual responsibility to speak up against racism and prevent future genocides. It then provides details about the Warsaw Ghetto Uprising during World War II, where Jewish resistance fighters held off German troops for over a month after being forced into the ghetto.
This document analyzes zero-tolerance policies in schools and their impact on youth. It discusses how zero-tolerance originated as a law enforcement measure to crack down on drugs and minor crimes. It was later adopted by schools to promote safety but has led to unreasonable punishments for minor infractions. Studies show these policies disproportionately impact minority students and have increased arrests of female students. While some support the policies for preventing violence, others see them as too extreme and discriminatory. The document concludes that policy changes are needed to ensure fairness and avoid detrimental impacts of zero-tolerance.
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Forum on Public Policy
1
―Education Or Incarceration: Zero Tolerance Policies And The School To
Prison Pipeline”
Nancy A. Heitzeg, Professor of Sociology and Program Director, Critical Studies of
Race/Ethnicity, St. Catherine University, St. Paul, MN
Abstract
In the past decade, there has been a growing convergence between schools and legal systems. The school to prison
pipeline refers to this growing pattern of tracking students out of educational institutions, primarily via ―zero
tolerance‖ policies, and , directly and/or indirectly, into the juvenile and adult criminal justice systems. The school
to prison pipeline has emerged in the larger context of media hysteria over youth violence and the mass
incarceration that characterize both the juvenile and adult legal systems.
While the school to prison pipeline is facilitated by a number of trends in education, it is most directly
attributable to the expansion of zero tolerance policies. These policies have no measureable impact on school safety,
but are associated with a number of negative effects‖ racially disproportionality, increased suspensions and
expulsions, elevated drop-out rates, and multiple legal issues related to due process. A growing critique of these
policies has lead to calls for reform and alternatives.
The School to Prison Pipeline Defined
“In the last decade, the punitive and overzealous tools and approaches of the modern criminal justice
system have seeped into our schools, serving to remove children from mainstream educational
environments and funnel them onto a one-way path toward prison….
The School-to-Prison Pipeline is one of the most urgent challenges in education today.”
(NAACP 2005)
The promise of free and compulsory public education in the United States is a promise of equal
opportunity and access to the ―American Dream‖. This ideal is billed as the great democratic
leveler of the proverbial playing field, and proclaims educational attainment as a source of
upward social mobility, expanded occupational horizons, and an engaged, highly literate
citizenry. This promise has proven to be an illusionary one, marred by a history of segregation-
de jure and de facto, by class and race disparities, and by gulfs in both funding and quality.
Despite some fleeting hope in the early years of the post-Civil Rights eras, the promise remains
elusive for many. Indeed, shifts in educational policy in the past 15 years have exacerbated the
inherent inequities in public education. Rather than creating an atmosphere of learning,
engagement and opportunity, current educational practices have increasingly blurred the
distinction between school and jail. The school to pri.
Running head LITERATURE REVIEW1MINORITY BOYS SCHOOL DROPOUT A.docxwlynn1
Running head: LITERATURE REVIEW 1
MINORITY BOYS SCHOOL DROPOUT AND CONTINUATION SCHOOL 2
Literature Review
Literature Review
It is expected that every student enrolled in high school works hard towards the completion of their high school diploma. However, research indicates there was a 5.4% drop out among the minority groups, in which 6.4% of the overall status dropout rate is that of the male youth. Among the Africans, Hispanics, and American Indian Natives, the dropout rates among the boys are 8%, 10%, and 11.6%, respectively (Musu-Gillette, De Brey, McFarland, Hussar, Sonnenberg, & Wilkinson-Flicker, 2017). These dropouts often join continuation schools later in life with the hope that they will get an equivalent of their high school diploma. The theoretical framework of this research is based on the phenomenological approach, in which the aim is to examine the occurrence of school dropout among minority boys and their performance after joining continuation school.
One of the theories that explain why minority boys drop out of school is the Critical Race Theory. The model argues that education opportunities are often affected by an individual’s race and racism (Colbert, 2017). Based on this theory, minority groups are often faced with issues such as poverty and racial discrimination in schools, which causes some of the male students to drop out of school. Racism victims in school feel inferior to the whites and sometimes feel like they do not deserve a quality education, and they end up falling behind in school.
Cultural production theory, on the other hand, explains why the dropouts choose to go back to school. The theory holds that the education system helps to level out the playing field so that people get equal opportunities to make their lives. The approach provides an essential perspective as to why minority boys dropouts join continuation schools and complete their learning process.
According to Bania, Lydersen, and Kvernmo (2016), non-completion of high school mostly results from different problems, most of which are health-related. In research in which the authors carried out among the youths in the Arctic, they found out that dropout rates were higher among males. Additionally, minority males often drop out due to mental issues. Based on the article, education affects an individual’s employment opportunities and income, as well as the quality of life, which explains why the dropouts choose to join continuation schools later in life.
Hernandez and Ortez (2019) undertake research in which they analyze the experiences of some Latinas who are enrolled in continuation school. Based on the writers’ claims, continuation schools have put in place strategies that enable the students to cope and realize that they have an opportunity to succeed just like any other individual. Additionally, due to the improvement in the prospects for quality education presented to the marginalized groups, the article indicates that there are .
This document discusses variables related to the male and female prison populations in the United States. It provides statistics on ethnic populations, age, gender, sentences, security levels, offenses, and mental health of inmates. A survey was also conducted of students in a sociology class about these topics. The survey results showed that students were most accurate in their responses about the total US inmate population, the average inmate age, the percentage of the population that is male inmates, and the percentage of female prison officers.
This document summarizes a research study examining how crime victimization rates impact students' housing choices while attending the University of Central Florida. The study will analyze three key elements: (1) students' overall fear of crime victimization, (2) how gender affects fear of victimization, and (3) how student housing affects victimization rates. A literature review discusses past research on these topics. The proposed study will survey 300 UCF students about their housing choices and perceptions of safety. Results will be analyzed to test hypotheses, such as whether women research crime more before choosing housing or if upperclassmen's housing choices are more impacted by local crime rates.
CALIFORNIA LUTHERAN UNIVERSITYINSTITUTIONAL REVIEW BOARDAP.docxhumphrieskalyn
CALIFORNIA LUTHERAN UNIVERSITY
INSTITUTIONAL REVIEW BOARD
APPLICATION TO USE HUMAN PARTICIPANTS IN RESEARCH
Before completing this application, please review Procedures for Obtaining Institutional Approval for the Use of Human Participants, available at http://www.callutheran.edu/irb/
Instructions: Complete all sections below. Incomplete applications will be returned. Be sure to attach all relevant material, including informed consent documents, instruments, interview protocols, and letters of approval from sites, as applicable.
1. Investigator’s NameNina Kuzniak
Department School of Management MPPA Program
Phone 702.332.3606 Email [email protected]
IRB Training Certificate Number & Date 02/20/12
#872431
Students: Application must be submitted by your faculty sponsor.
Faculty Sponsor’s Name Dr. Haco Hoang
Department Global Studies
Phone 805.493.3433
Email [email protected]
2. Project Title Analyzing the effectiveness of current K-12 sex education curriculum at meeting the needs of diverse sexual identities
3. Category of Research (check one):
· Institutional Research, Intended for Possible Publication
· Proposal Already Approved by Another Institution (attach documentation)
· Modification of a Proposal Already Approved by CLU IRB
· All-inclusive Application* for Research Conducted by Students in a Graduate Course NOT to include Masters theses or Doctoral dissertations (specify title)________________________________
· All-inclusive Application* for Research Conducted by Students in an Undergraduate Course (title)__________________________________
· Doctoral Dissertation
· Master’s Thesis, Honors Thesis, or Capstone Project
· Student Individualized (Independent) Study Project
· Action Research Project
· Other____________________________________________________
*Instructor must collect Class Project Approval Form from each student for his/her records.
4. Review Category Requested
___Exempt Status ___Expedited Review ___Full Board Review
Include justification for Exempt Status or Expedited Review. (See Procedures for Obtaining Institutional Approval for Research, available at http://www.callutheran.edu/irb/, for a discussion of the criteria for each category).
5.Methodology and Research Objectives
Describe and justify the proposed methodology: Sections should include; Background: cite related literature that roots the study in unanswered conceptual, theoretical, or practical issues; Research objectives: describe what you hope to accomplish with this study; Methods: describe the proposed methodology. Be sure that the methodology will permit the research/educational objectives to be met.
DO NOT paste elements of a thesis proposal. This section should be brief but clear, allowing the committee to understand the why, what, and how of your project.
Sex education has been a topic of interest in political agendas for the better part of the 20th century, experiencing deep investment from advocacy groups with ties to ...
Annotated BibliographyStudent’s Name Juliana Harr.docxdurantheseldine
Annotated Bibliography
Student’s Name: Juliana Harris
Institutional Affiliations: American Public University
Fader, J. J., Lockwood, B., Schall, V. L., & Stokes, B. (2015). A promising approach to narrowing the school-to-prison pipeline: The WISE arrest diversion program. Youth Violence and Juvenile Justice, 13(2), 123-142. Comment by Dr. Mark Bond: References need to be formatted in alphabetical order Comment by Dr. Mark Bond: Double space between all lines and paragraphs. Remove the extra spacing. Apply this throughout the paper. Comment by Dr. Mark Bond: Missing information:A Promising Approach to Narrowing the School-to-Prison PipelineJournal Article published Apr 2015 in Youth Violence and Juvenile Justice volume 13 issue 2 on pages 123 to 142Authors: Jamie J. Fader, Brian Lockwood, Victoria L. Schall, Benjamin Stokes https://doi.org/10.1177/1541204014521249
This article is based on the WISE Arrest Diversion Program which is used as a pipeline to limit school to prison pipeline. This article has mentioned a list of programs which were evaluated in Uthica in New York. Based on the information obtained from this article, this program has so far proved to be successful since it has reduced the number of schools going teenagers from being imprisoned. As such, the research conducted in this article has shown the possibility of an alternative to what is popularly known as the school to prison pipeline. Comment by Dr. Mark Bond: What type of research methods were used in the study? Make sure that you fully analyze the entire article.
Castillo, J. (2014). Tolerance in schools for Latino students: Dismantling the school-to-prison pipeline. Harvard Journal of Hispanic Policy, 26, 43-58.
According to Castro, the American Bar Association enforces the zero tolerance policies. These policies do not differentiate between offenses that are trivial from those offenses considered as significant. Furthermore, these policies hardly differentiate between those who have intentionally committed offenses from school going children who suffer from behavioral disorders. The author is of the opinion that, zero-tolerance policies are linked to other policies enforced in learning institutions, by metal detectors, body searches, or security cameras. Rather than having zero-tolerance policies, school districts ought to implement other options that are less stringent. As such, this article highlights existing differences between zero-tolerance policies and how they relate to over policing in learning institutions, and considers restorative justice as the best alternative.
Cole, H. A., & Heilig, J. V. (2011). Developing a school-based youth court: A potential alternative to the school to prison pipeline. JL & Educ., 40, 305. Comment by Dr. Mark Bond: Spell out the journal name
The authors of this article, Cole and Vasquez described how juvenile courts has implemented a policy resolution with the aim of reducing the phenomenon of “push-out”. These authors.
The document discusses how the increased involvement of law enforcement in inner-city schools has contributed to poor academic outcomes. It argues that despite declining teen violence, the "fear of black violence" has led to police becoming fixtures in these schools through the 1960s. Strict zero-tolerance policies have further criminalized minor offenses. While schools report high numbers of police officers, research shows this level of policing is unnecessary and disproportionately impacts minority students, making them feel like criminals and deterring them from attending school.
EVERFI and Peter Lake - The Future of Diversity, Equity & InclusionKatie Mitchell
This document discusses the future of diversity, equity, and inclusion in higher education. It begins by outlining EVERFI's comprehensive approach to prevention education, which includes developing research-based educational modules, measuring impact and learner needs, and providing expert guidance. It then discusses several key issues in diversity and inclusion, including the need for more diversity among students and staff, challenges in balancing inclusion and free speech, and legal foundations around topics like equal protection and privacy laws. Throughout, it provides insights and case studies on operationalizing diversity officers, challenges with diversity training, and strategies some schools are taking to promote cross-cultural understanding on campus.
This study examined potential biases based on sexual orientation and political orientation. Participants read one of three scenarios about a physical altercation between students where one was identified as heterosexual or homosexual. They then answered questions about fairness of the outcome. Researchers hypothesized that liberals would exhibit bias in favor of homosexuals and conservatives would exhibit bias against homosexuals. Results found no significant bias by conservatives, but indirect support for liberals displaying bias against the heterosexual student. The goal was to extend research on relationships between political orientation and biases like those involving race, to biases regarding sexual orientation.
The document discusses racial disparities in the US prison population and school discipline policies that contribute to the school-to-prison pipeline. It notes that 5% of the world's population is incarcerated, with 25% of that being in the US. The document then asks questions about racial breakdowns in prisons and the role of school policies in disproportionately targeting and suspending students from non-white and low-income families. The conclusion discusses how zero-tolerance policies and increased police presence in schools have led to higher rates of suspension and expulsion for minor infractions among students with learning disabilities or who are non-white. This has contributed to an increased likelihood of involvement with the criminal justice system.
This document provides an introduction and outline for a literature review on juvenile justice programs and treatment services. It begins with an overview of the purpose and research questions. The review will examine the history and effectiveness of the juvenile justice system compared to trying juveniles in the adult criminal system. It will use an integrated model of adolescent and social development to focus on delinquency prevention and recidivism reduction. Key areas that will be discussed include the origins and changes to the juvenile justice system, psychological development of juveniles, and public response to juvenile crime. Gaps in the existing research will also be identified.
This document provides an introduction and literature review for a paper examining the disproportionate suspension of Black boys from schools through the lens of Critical Race Theory. It begins by outlining data showing Black boys are suspended at much higher rates than white boys, even when controlling for similar offenses. It then discusses several theories that provide context for this problem, such as how schools reproduce social inequalities. Next, it introduces three key aspects of Critical Race Theory in education - the lack of rights for Black students, negative perceptions of Black boys, and their exclusion from equitable treatment and opportunities. The document argues these CRT frameworks can help explain why Black boys continue to face disproportionate suspension despite evidence they are no more disruptive than white students.
This document discusses racial disparities in the U.S. criminal justice system. It notes that while people of color make up 30% of the population, they account for 60% of prisoners. The disproportionate incarceration of minorities is evidence of racial discrimination. Sociological analysis shows this issue stems from unequal distribution of resources along racial lines, with whites controlling power over blacks. Specific examples show discrimination in school punishments, where black students receive harsher penalties for similar offenses as white students. Further research is needed to fully understand the roots and impacts of racial injustice in the justice system.
Running head: LITERATURE REVIEW 1
LITERATURE REVIEW 43
Literature Review
Police Involvement with discipline among the Youths
Introduction
The police routinely arrest and transport youths to a juvenile detention center for minor classrooms misbehaviors. The police are given fettered authority to stop, frisk, detain, question, search and arrest school children on and off school grounds. Some are even permanently stationed in nearly every high school. Very many schools employ this method in the country to get discipline in the high-schools (Mallett, 2016). It is considered that this method pushes the children out of the classrooms. It is believed that they are forced out of classrooms into other crimes in the society. The criminal justice system at alarming rates leads to many students being siphoned into the criminal justice system a process called school-to-prison pipeline. The policy encourages police presence at schools, harsh tactics including physical restraint, and automatic punishments that result in suspensions and out-of-class time are vast contributors of the pipeline, but the problem is more complicated than that (Guenther & Taylor, 2016).
The process of youth punishment at school
The process begins with combined zero-tolerance policies in the classroom. When the teacher needs to punish the students, they are referred to the school in the prison system. The process might not be direct, but they are pushed out of class, this will lead students engaging in anti-social behaviors that will lead to them being detained by the police officers designed by the school. The zero-tolerance policies have pre-determined punishments for a full degree of rule violations. The system does not distinguish between serious and non-serious offenses. All student who makes such mistakes is committed to the same level of punishments. The most common example would be showing any signs of indiscipline to the teacher (Guenther & Taylor, 2016).
The second reason is mostly due to school disturbances laws that for example fighting in school or participating in racially discriminatory activities. These policies are managed mainly by school resources officers. The crime that has led to most youths being expelled under this category are students coming to school with drugs or weapons like guns. Male students have registered the highest number of expulsion under the same policies.
Finally, when the kids break municipal laws, they are likely to face the same consequences. The city ordinances that are mostly broken include; youth and students organizing parties that run late into the night causing disturbance to the neighboring community that in turn calls the police. In this case, females who cannot vanish as quickly enough are the ones that are highly.
Abstract Prisons run or operated by private corporations have be.docxdaniahendric
Abstract
Prisons run or operated by private corporations have been reported publicly to be cheaper, more efficient, and better enhance the rehabilitation of inmates when compared to public or federal prisons. These private prisons are also said to have a faster construction process. However, if this were the case, why should the privations of prisons in the United States be of concern? Despite other reports or findings, private prisons are linked to hidden costs, lack of proper accountability as well as inadequacy in quality staff; often culminating in cases of corruption. These vices have undermined the operation and the image of private prisons. As a result, several countries are questioning when it comes to private prisons and their role in the justice system. Additionally, the lives of prisoners in most private prisons are jeopardized due to inadequate safety and security, poor sanitation and inadequate health care programs in private prisons. Even with this in mind, actors like the Trump Administration are adamant in the continued operation of private prisons. This paper utilizes several researches and reports to establish whether it is a wise decision, to allow private 'for-profit' corporations to run prisons in the U.S. or not.
Keywords: For-profit prisons, ALEC, Hidden costs, Overcrowding
Should Private “For Profit” Corporations Be Allowed to Run U.S. Prisons? A Literature review
While private corporations have reportedly been playing an important role in the correctional sector, current research suggest that permitting ‘for profit' corporations to run the U.S. prisons ‘'poses a great threat to human rights as far as prison inmates are concerned''. According to Armed, the United States hosts more prisoners than the residents in big American cities like Phoenix (2019). As of 2018, the U.S. Bureau of Justice Statistics estimated the prison inmates to be at two million.128,063 of them were in private correctional facilities, an increase of 47% from 2000. Specifically, the GEO Group and Corecivic are the major private prisons that accommodated a large percentage of the total prisoners in the U.S. The use of private prisons in the U.S. officially began in 1984.
There are a number of factors that do not support the use of private prisons. For instance, the inspector general of the U.S. Department of Justice’s (DOJ) through the help of the federal government in a research found out that between 2011and 2014 more assaults among inmates and between inmates and staff in for-profit prisons was very high (Ahmed, 2019). In fact, this corresponds to a 28% higher rate than those that occur in federal prisons. The Justice Department is mostly concerned about" the safety of private prisons and their inability to save funds"(Simon, 2019). The goal of this literature review is to find out whether indeed it is a good idea to allow 'For profit' corporations to run the prisons in the U.S.
The Trump Administration
Ever since Trump's election, th ...
127 African American Students’ Perceptions of Influentia.docxdrennanmicah
127
African American Students’ Perceptions of Influential Factors
for Attendance in Doctoral Psychology*
JEFFERY M. VERGO
University of Indianapolis
MIXALIS POULAKIS
University of Indianapolis
TJ LESHER
University of Indianapolis
SAMREEN KHONDKER
University of Indianapolis
PANSORN BENYASUT
University of Indianapolis
SEBASTIAN DEL CORRAL WINDER
University of Indianapolis
ABSTRACT
This study explores African American undergraduate students’
perceptions of factors influencing their decision to attend doctoral
programs in psychology. There is a scarcity of literature examining
perceptions held by specific minority groups in regard to influential
factors used to make a significant step toward their career development.
Eight undergraduate students interested in pursuing a doctoral degree in
psychology were interviewed. A semi-structured interview and two paper-
pencil measures were used. Interviews were analyzed utilizing the
consensual qualitative research (CQR) method. The following themes
* Correspondence concerning this article should be addressed to Mixalis Poulakis, University of
Indianapolis School of Psychological Sciences, 1400 East Hanna Avenue, Indianapolis, IN 46227.
128 Journal of the Indiana Academy of the Social Sciences Vol. 20 (2017)
emerged: reasons for pursuing a doctoral degree, navigating the
application process, factors influencing interest in psychology, perception
of a program’s commitment to diversity, importance of ethnic minority
representation in a program, financial concerns, family view of
psychology, most important factor for attendance, and prior school
experiences outside of psychology. The study found that issues related to
African American representation and research, as well as the presence of
financial aid, are highly relevant in students’ evaluation of which doctoral
programs they prefer to attend. This information will pave the way for
further studies focusing on how to increase the number of African
American students in doctoral programs around the country.
KEY WORDS Consensual Qualitative Research Method; CQR; African American;
Students; Psychology
The enrollment of African American students in graduate programs has been a struggle
despite continuing efforts. As professional psychology programs place greater emphasis
on training students to work with multicultural populations, it is necessary to increase
minority representation in the field. (Henceforth, the term “minority” in this article
represents racial minorities within the United States.) There are several important reasons
for increasing the minority representation in psychology. These include enhanced quality
and sensitivity of services to clients, increased quality of education programs to students,
new perspectives generated for theory development and application related to
contemporary social issues, and greater congruence with.
This document summarizes research on how crime victimization impacts students' housing choices at the University of Central Florida. A survey of 415 UCF students found that females are more likely than males to research crime rates before choosing housing, males feel safer walking around campus and Orlando, and upperclassmen are more likely than underclassmen to consider crime rates in their housing search. The literature review discusses previous research showing that fear of crime can impact housing preferences, with females generally feeling less safe than males, especially regarding sexual assault. Factors like on-campus housing, living with roommates, alcohol use, and the Clery Act's crime reporting were also examined in relation to student victimization and housing choices.
Similar to final policy analysis school to prison pipeline juvenile justice and delqineuncy prevention (1) (2) (1) (20)
final policy analysis school to prison pipeline juvenile justice and delqineuncy prevention (1) (2) (1)
1. Irons 1
School to Prison Pipeline
India Irons
University of Washington-Tacoma
Tom Diehm, PhD, MSW, MA
TSOCW 501: Social Policy and Economic Security
November 20, 2015
2. Irons 2
Social Problem
Free public education is the promise to every U.S. citizen of equal opportunity to achieve
the American Dream (Heitzeg, 2009; Hudson et al., 2011). The history of slavery, legalized
discrimination, and economic oppression has not made the American Dream true for African
Americans (Heitzeg, 2009; Hudson, 2011). One of the levels of racism that African Americans
encounter is through the educational system. Many scholars have identified the school to prison
pipeline as students, especially youth of color, being pushed out of schools directly and indirectly
into the criminal justice system (Bahena et al., 2012; Catherine et al., 2010; Heitzeg, 2009;
Hudson et al., 2011). According to Hudson et al. (2011), “directly, schools send their students
into the pipeline through zero tolerance policies and by involving the police in minor discipline
incidents; indirectly, schools push students towards the criminal justice system by excluding
them from their learning environment and isolating them from their peer groups via suspension,
expulsions, ineffective retention policies, and high-stakes testing requirements,” (p. 11). Studies
show that when a student is expelled or suspended from school, being deprived from educational
services leads to disengagement from academics, high dropout rate, low graduation rate, arrests
and detainment, and contact with the juvenile and adult prison system; therefore feeding the
school to prison pipeline, (Alexander, 2012; Catherine et al., 2010; Heitzeg, 2009; Hudson et al.,
2011). The school to prison pipeline is legalized discrimination and educational oppression
towards African American young males being led into the criminal justice system.
Students of color are deprived from their education. There is an unbalanced proportions
of racial groups in the juvenile system in contrast to non-colored groups (Alexander, 2012;
Bahena et al., 2012, Catherine et al., 2010; Heitzeg, 2009; Hudson et al., 2011, Skiba, 2014;
Wilson, 2014). NAACP (2009) states that “nationwide, African-Americans represent 26% of
3. Irons 3
juvenile arrests, 44% of youth who are detained 46% of the youth who are judicially waived to
criminal court, and 58% of the youth admitted to state prisons.” African American young males
are the subject of the school to prison pipeline. Students of color who are disciplined by the zero
tolerance policies for disruptive behavior are low-income (Abdullah, 2014).
The United States has seen an increase of the prison population since 1970 (Brewer and
Heitzeg, 2008; Heitzeg, 2009; Hudson et al., 2011). The War on Drugs, which was administered
by the Nixon administration, was the event that increased the prison population and developed
longer sentencing for drug crimes and other felonies, (Brewer and Heitzeg, 2008; Heitzeg, 2009;
Hudson 2011). The shift of incarceration for adults influenced the juvenile justice system.
According to Heitzeg (2009), “throughout the 1990’s nearly all states and the federal government
enacted a series of legislation that criminalized a host of ‘gang-related activities’ made it easier
(and in some cases mandatory) to try juveniles as adults, lowered the age at which juveniles
could be referred to adult court, and widened the net of juvenile justice with blended sentencing
options that included in both the juvenile and adult systems,” (p. 5). The reports of youth
violence provided the alleged justification for two pieces of legislation. The first was The Gun
Free Schools Act of 1994 and the second was the zero tolerance school policies which opened
the gateway for African Americans males to be pushed out of schools and into the criminal
justice system (Heitzeg, 2009; Husdon et al., 2011). The war on drugs and these two pieces of
legislation create some context to the school to prison pipeline.
School discipline policies are designed to provide safety for students, teachers, and
faculty. Studies show that the Gun Free Schools Act of 1994, which is a law that federally fund
schools to expel for one calendar year and report students to law enforcement for weapons on
school grounds, (Alexander, 2012; Catherine et al., 2010; Heitzeg, 2009; Hudson et al., 2011;
4. Irons 4
Skiba, 2014; Wilson 2014). Scholars have identified as a result there is a disciplinary infraction
at school and the law: suspensions, expulsions, and arrests, (Alexander, 2012; Catherine et al.,
2010; Heitzeg, 2009; Hudson et al., 2011; Skiba, 2014; Wilson 2014). According to Skiba and
Knesting (2014), “originally, the bill covered only firearms, but more recent amendments have
broadened the language of the act to include any instrument that may be used as a weapon,”
(p.19). The goal of the Gun Free Schools Act of 1994 was to provide safety to students, teachers,
and faculty on school grounds by disciplining students who used any form or had possession of a
weapon. (Heitzeg, 2009; Hudson et al., 2011; Skiba and Knesting, 2014). Scholars have
identified that the Gun Free Schools Act has been used often on minor infractions; violating
dress code, smoking, and skipping class (Billitteri, 2008; Heitzeg, 2009; Hudson et al., 2011;
Skiba and Knesting, 2014).
Zero tolerance school policies are transforming minor infractions into criminal offenses.
Zero tolerance school policies consist of metal detectors to confiscate weapons, security guards/
correctional officers to discourage disruptive behavior, and guaranteed expulsions, suspensions,
and arrests that lead students to the criminal justice system (Bahena et al., 2012; Catherine et al.,
2010; Heitzeg, 2009; Hudson et al., 2011; Wilson, 2014). Zero tolerance automatically brings
disciplinary action towards a student regardless of the situation; therefore treating each case the
same (Catherine et al., 2010; Heitzeg, 2009; Hudson et al., 2011; Skiba and Knesting; 2014;
Wilson, 2014). The purpose of zero tolerance is to discourage disruptive behavior to create an
environment for learning (Catherine et al., 2010; Heitzeg, 2009; Hudson et al., 2011; Skiba and
Knesting; 2014; Wilson, 2014). Police and security guards are relied on to monitor, control, and
punish disruptive behavior (Catherine et al., 2010; Heitzeg, 2009; Hudson et al., 2011; Skiba and
5. Irons 5
Knesting; 2014). Instead of teachers dealing with disruptive behavior, police officers are usually
called to intervene which leads to arrests and detainment.
Inadequate resources at the school contribute to the school-to-prison pipeline. Schools are
underfunded due to poverty (Catherine et al, 2010). Students of color who had been affected by
zero tolerance policies most likely attended schools with inadequate resources: little access to
high quality curriculum, limited resources to prepare them for college, lack of exposure to the
arts, and few intervention programs for struggling students. Lack of adequate resources could
lead to academic failure; students dropping out or low graduation rates (Catherine et al., 2010;
Heitzeg, 2009; Hudson et al., 2011). Students out of school may face socio-economic
disadvantages.
Racism has produced systemic economic, political, and social advantages for whites that
makes school to prison pipeline a problem (Brewer and Heitzeg, 2008; Catherine et al., 2010;
Heitzeg, 2009; Hudson et al., 2011). The U.S. Constitution was created in the views of white
property holding men (Alexander, 2010). According to Alexander (2010), “Under the terms to of
our country’s founding document, slaves were defined as three-fifths of a man, not a real, whole
human being,” (p. 26). Since the New World was founded, whites have always been the
dominant race. Any individual who was in racial groups other than white, was below the
majority. To live the American Dream, an individual had to be white, own property that included
women and children, and own slaves. Racial privilege and racial oppression has been rooted in
history and through law by making racism normal to society (Brewer and Heitzeg, 2008, p. 626).
Racism is normalized by the dominant white society so therefore white society denies
racism exist. White society sees racism as an individual problem, not systemic (Alexander,
2010). Colorblindness is a worldview that is problematic to school to prison pipeline. According
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to Brewer and Heitzeg (2008), “Colorblindness is distinguished as racism is over, successfully
eradicated by civil rights legislation, and that if racial inequality persists, it is the problem of the
people who fail to take responsibility of their lives,” (p. 629). After the Civil Rights Act of 1964,
there has been progress of equality and opportunity for African Americans. But the struggle still
continues with disproportionate amount of young African American males being criminalized for
school conduct. According to Catherine et al. (2010), “when white youth and African American
youth are charged for the same offense, African American youth with no prior admissions are six
times more likely to be incarcerated in public facilities than white youth with the same
background,” (p. 35). It is the norm of the society that the increase incarceration rates of African
American males is due to individual responsibility for their actions, not racism. These
worldviews make it difficult for people to see the school-to-prison pipeline as a problem that
negatively impacts them.
The negative impacts towards people that are not targeted, non-people of color, is the
high amount of costs towards incarceration. Several studies have shown that the expansion of
prisons and housing inmates costs tax payers at exorbitant rates, (Brewer & Heitzeg, 2008;
Henrichson & Delaney, 2012; Justice Policy Institute, 2009). According to Justice Policy
Institute (2009), “States spent about $5.7 billion in 2007 to imprison 64,558 youth committed to
residential facilities. The per diem costs of locking up one young person in a juvenile facility
ranges from $24 in Wyoming to $726 in Connecticut, but the American Correctional Association
estimates that, on average, it costs states $240.99 per day -- around $88,000 a year -- for every
youth in a juvenile facility,” (Justice Policy Institute, 2009). It takes money to build the prisons,
pay the police officers to supervise the inmates, and the court systems. In contrast to more money
spent on prisons, there is less money going towards treatment or community based services.
7. Irons 7
According to McVay et al. (2004), “an additional cocaine-control dollar generates societal cost
savings of 15 cents if used for source-country control, 32 cents if used for interdiction, and 52
cents if used for domestic enforcement. In contrast, the savings from treatment programs are
larger than control costs: an additional cocaine-control dollar generates societal cost savings of
$7.48 if used for treatment,” (p. 8). Studies show that less money can be spent for rehabilitative
services and treatment in contrast to housing an inmate in prison, (Henrichson & Delaney, 2012;
Petteruti & Walsh, 2008; Justice Policy Institute, 2009). The increase use of jails is accumulating
money that could be spent on community based services that everyone has access to prevent
criminal activity, (Petteruti & Walsh, 2008, p. 27). Most of the people in the U.S. are tax payers;
part of their taxes contribute to fund the prisons. It would save tax payers money by contributing
to community based services to prevent and intervene delinquent behavior, reduce crime, and
increase public safety in contrast to incarceration.
Social Policy
To address the incarceration increase of juveniles, U.S. Congress passed
the Juvenile Justice and Delinquency Prevention (JJDP) Act (Pub. L. No. 93-415) in 1974. The
goal of JJDP is to reform the juvenile justice and system and “reduce the rate of
violent delinquency behavior, “(National Criminal Justice Reference Service, 2000; JJDP, 2002).
Under the enactment of JJDP, The Office of Juvenile Justice Delinquency and Prevention
(OJJDP), which is guided by Amendments, to give states access to federal grants
for delinquency intervention and prevention programs (Campaign for Youth and Justice, 20115;
Shoenberg, 2009; Hughes, 2011; JJDP, 2002; National Criminal Justice Reference Service,
2010). In order to receive federal grants, the states must be in full compliance with the core
requirements (Campaign for Youth and Justice, 20115; Shoenberg, 2009; Hughes, 2011; JJDP,
8. Irons 8
2002; National Criminal Justice Reference Service, 2010). The core requirements of JJDP are
identified:
1. Deinstitutionalization of Status Offenders
2. “Sight and Sound” Separation
3. Jail and Lockup Removal
4. Disproportionate Minority Confinement
(Campaign for Youth and Justice, 20115; Shoenberg, 2009; JJDP, 2002; National Criminal
Justice Reference Service, 2010). The 7 components of OJJDP are Research and Program
Development Division, Training and Technical Assistance Division, Special Emphasis Division,
State and Tribal Assistance Division, Information Dissemination and Planning Unit,
Concentration of Efforts Program, and Child Protection Division. After six reauthorizations, the
most recent authorization in effect is Juvenile Justice and Delinquency Prevention Act of 2002.
JJDP addresses two of the core values of Social Work: social justice and competence.
The Code of Ethics of the National Association of Social Workers challenge social workers to
engage in “efforts focused primarily on issues of poverty, unemployment, discrimination, and
other forms of social injustice,” (NASW, 2008; Spencer, 2014). Once the youth are incarcerated,
they suffer from collateral consequences; lack of education, joblessness which result to living
below the poverty line, and avoid the life of crime. The enactment of JJDP is in response to the
needs of juveniles to transition back into society by implementing educational programs in the
juvenile justice facilities. The example of social justice addresses the needs of juveniles by
reaching “educational goals, obtaining employment, and avoiding the life of crime,” (Office of
Juvenile Justice and Delinquency Prevention, 2014).
9. Irons 9
In addition to educational programs, social justice is implemented through research,
training, and data collection. According to NASW (2008), “social workers strive to increase their
professional knowledge and skills and to apply them in practice,” (p. 6). The Research and
Program Development Division and Information Dissemination and Planning Unit are examples
of competence because it gains knowledge of juveniles at-risk for delinquency, the causes of
juvenile delinquency, and practice through effective prevention programs. JJDP also provides
funding through Special Emphasis Division and State Tribal Assistance Provision for states,
local governments, and organizations in support of juvenile delinquency prevention programs.
The purpose of the research, training, and funding assistance components under the OJJDP is to
gain and provide information to develop effective programming to reduce youth violence, gang
membership/activity, and incarceration. These programs aligns with the social work value of
competence by building knowledge of at-risk juveniles, developing, and applying into practice
prevention and intervention programs to reduce juvenile delinquency. Overall, both competence
and social justice is implemented through research, training, and evidence gathering to develop
programs that will prevent and intervene in the lives of at-risk youth to reduce juvenile
delinquency and collateral consequences.
JJDP addresses societal values of public safety through youth mentorship programs to
prevent and reduce gang activity and violence. JJDP recognizes that keeping criminals
incarcerated in custody is not the only effective way to protect citizens from crime. JJDP
provides funding (grants), to states in compliance with the core requirements to carry out
projects designated to “prevent unwarranted and arbitrary suspensions and expulsions, encourage
new approaches and techniques with respect to the prevention of school violence and vandalism,
and identifying learning difficulties (learning abilities),” (JJDP, 2002). JJDP accomplishes the
10. Irons 10
goal of public safety by developing extra-curricular activities, mentorship programs, and
counseling directed towards changing the behaviors of youth to decrease youth violence and
gang membership (JJDP, 2002).
Accountability is another societal value that JJDP addresses in the policy. According to
National Criminal Justice Reference Service (2010), “An offender incurs an obligation to the
victim and must make amends and restore losses, to the extent possible that occurred as a result
of the delinquent behavior.” JJDP recognizes that once juveniles commit a crime, they have to
serve time for that delinquent act; therefore take responsibility for their actions. JJDP
coordinates, develops, and funds programming that gets the juveniles involved in the community
to make amends for their delinquent act.
An example of a U.S. Supreme Court cases that exemplifies the enactment of JJDP was
the Kent vs United States 383 U.S. 541, 86 S.Ct. 1045 (1966). According to National Criminal
Justice Reference Service (1999), “juveniles may receive worst of both worlds; accorded to
adults nor the solicitous care and regenerative treatment postulated for children." In this case,
Morris Kent was 16 years old; charged for rape and murder. Kent’s attorney assumed that the
juvenile court would waive jurisdiction of Kent going into adult prison system. The juvenile
court judge found Kent guilty and sentenced him to at least 90 years in prison. Kent’s attorney
appealed and filed for Kent’s detention to be justified due to the case was not “fully investigated
and denied of constitutional rights because he was under 18 years of age,” (National Criminal
Justice Reference Service, 1999). This influenced the enactment of JJDP to distinguish the due
process hearing guidelines of transferring youth to adult prisons.
There is an overrepresentation of minorities in sentencing decisions, jails, corrections,
detentions, probation, or transferred in adult court (Leiber, 2002). According to Leiber (2002),
11. Irons 11
“The dramatic rise in violent juvenile crime during this time and arrests for involvement in drugs
were factors that contributed to minority overrepresentation in the juvenile justice system,” (p.
5). The overrepresentation of minorities influenced the amendments of JJDP; making
disproportionate minority confinement addressed as a core requirement in 1988 as well as
“broadened the scope of the DMC core requirement from ‘disproportionate minority
confinement to ‘disproportionate minority contact in 2002,” (U.S. Department of Justice, 2015).
NAACP is an interest group of the JJDP. NAACP (2009) states that “they seek to
eliminate harsh and unfair sentencing practices that are responsible for mass incarceration and
racial disparities in the prison system.” NAACP developed their own “Smart and Safe Iniative”
to enhance criminal justice goals, ensure public safety, while advocating for the
overrepresentation of people of color. One of the components of the “Smart and Safe Initiative,”
that aligns with JJDP is educating youth. There is more money spent on prisons than educating
youth. Underfunded schools is one of the correlating factors that prevent students from
graduating, increase chances for dropping out, or gaining contact with the criminal justice
system. With the enactment of JJDP, there is some progress being made to satisfy NAACP
because of the funding to states, local governments, and organizations to develop prevention and
intervention programs to reduce gang membership, youth violence, or any form of delinquent
behavior that would lead to incarceration of youth. JJDP, however, does not currently address
racial disparities caused by zero tolerance. NAACP (2009) states that “35% of black children
grades 7-12 have been suspended or expelled at some point in their school careers compared to
20% of Hispanics and 15% of whites.” NAACP advocates for equal education opportunity in
public school; therefore racial disparities in education needs to be addressed.
12. Irons 12
Social Program
The program designed to implement the JJDP is called Gang Resistance Education and
Training (G.R.E.A.T). G.R.E.A.T is a non-profit evidenced based practice national gang and
violence prevention program instructed by law enforcement (G.R.E.A.T, 2015; National Institute
of Justice, 2015; U.S. Department of Justice, 2004). The three goals of G.R.E.A.T are to teach
youth to avoid gang membership, prevent violence and criminal activity, and assist youth in
developing positive relationships with law enforcement. (G.R.E.A.T, 2015; National Institute of
Justice, 2015; U.S. Department of Justice, 2004). OJJDP, Bureau of International Narcotics and
Law Enforcement Affairs (INL), and Institute for Intergovernmental Research (IIR) provides
funding, block grants, to “law enforcement so officers attend G.R.E.A.T. training classes,
student materials, and maintain G.R.E.A.T. programming in elementary and middle schools,”
(G.R.E.A.T, 2015). Because the law enforcement agencies are funded by grants to train officers,
the organization is professionally staffed. The G.R.E.A.T. program works with ages 9-17, both
genders, all races/ethnicity; therefore, this program is universal.
The organizational structure of the G.R.E.A.T. Program consists of OJJDP, Bureau of
International Narcotics and Law Enforcement Affairs (INL), and Institute for Intergovernmental
Research (IIR) as the administration. There are four regional partners: Midwest/Atlantic La
Cross, WI, Police Department; Southeast Miami-Dade Schools, FL, Police Department;
Southwest Phoenix, AZ, Police Department; and West Portland, OR, Police Bureau. The two
federal partners consist of Federal Law Enforcement Training Centers (FLECT) and Bureau of
Alcohol, Tobacco, Firearms and Explosives (ATF). The private partner is G.R.E.A.T.
Foundation Inc (GFI). G.R.E.A.T. (2015) states that “the G.R.E.A.T. National Policy Board has
the final authority over all issues that relate to the promotion and management of the G.R.E.A.T.
13. Irons 13
Program, including establishing or modifying policy and curricula revisions.” The G.R.E.A.T.
National Policy Board consists of chief executives from the law enforcement agencies and
directors from the federal partners, FLECT and ATF; the governing body of G.R.E.AT. Program
(G.R.E.A.T., 2015). The administration of the G.R.E.A.T. program is central because the
program operates on a national basis.
G.R.E.A.T. provides benefits in the form of law enforcement, education, students,
families, and the community. The benefits of law enforcement as instructors is that they build
strong relations with the students, enhance community involvement on school campuses, and
increase negative attitudes towards joining gangs (G.R.E.A.T, 2015; National Institute of Justice,
2015; U.S. Department of Justice, 2004). The educational benefit of the G.R.E.A.T program is
creating a positive school climate where students can learn and be engaged. The student benefits
of the G.R.E.A.T. Program is that the youth learn life skills; treat others with respect, and make
better choices (G.R.E.A.T, 2015; National Institute of Justice, 2015; U.S. Department of Justice,
2004). The family benefit of the G.R.E.A.T. Program is a stronger bond between child and
immediate family. The community benefits of the G.R.E.A.T. Program is the increase in public
safety due to reduction of gang membership and youth violence.
The G.R.E.A.T. program is developmental. According to Dolgoff and Feldstein (2012),
“the developmental view assumes that all citizens in a modern, complex society may need a
variety of socially provided goods and services to develop their capacity to participate in society
and to achieve and maintain a desirable standard of living,” (p. 134). The service provided to the
youth is practice life skills, modeling respect and empathy towards others, and goal setting.
Instead of police officers relied on for discipline, law enforcement is redirecting behaviors in a
positive, safe, and inclusive environment. These skills help students develop positive
14. Irons 14
relationships, to avoid gangs and violence, and have quality of life through education instead of
life of crime. Through this program, there is reduction of gang membership and youth violence
which results to less incarceration of youth.
The G.R.E.A.T. program is also socioeconomic asset development. According to Dolgoff
and Feldstein (2012), “social welfare manages social problems, meets needs, and provides
opportunities for advancement to individuals, families, groups, communities, and even whole
societies,” (p. 134). Students involved in gang membership and youth violence usually are
suspended, expelled, arrested and made contact with the criminal justice system. The G.R.E.A.T.
program intervenes in the lives of youth through by providing opportunities to model and
practice positive relationship building, goal setting, and managing anger. The relations between
the law enforcement and students builds a community within the school. There is an increase in
public safety for students, faculty, and community due to the decrease of gang membership and
youth violence. Instead of life of crime and incarceration, students are learning in a positive
environment that enhances academic achievement and self-sufficiency for adult life.
The G.R.E.A.T. program has a low degree of horizontal adequacy. According to Bureau
of Alcohol, Tobacco, Firearms, and Explosions (2015), “5,233 schools (to include elementary
and middle) taught G.R.E.A.T., 328,799 students from elementary and middle school
participated, 27,240 classes graduated including elementary and school students.” The program
reaches the students in elementary and middle school, between ages 9-17 with parental consent.
G.R.E.A.T. does make progress of increasing positive attitudes towards law enforcement and
education of the consequences of gang involvement. But there is no reduction in gang
membership and youth violence. There are students that are from both g.r.e.a.t and non-great
15. Irons 15
participants that may still participate in delinquent behavior which result in suspensions,
expulsions, and arrest.
The G.R.E.A.T. program has a moderate degree of vertical adequacy. According to
Dolgoff and Feldstein (2012), “vertical adequacy is each recipient sufficiently covered,” (p. 143).
G.R.E.A.T. program produces 9 hour class instruction and 13 lesson plans. As stated previously,
the program makes progress in educating students of the consequences for participating in gangs
and increase positive attitudes towards law enforcement; however, there is no significant
different in the high rates of gang involvement and youth violence. There is no reported latent
consequences that have occurred through this program.
The G.R.EA.T. Program is in coherence with after school programs. According to
Dolgoff and Feldstein (2012), “coherence is the compatibility with other social policies and
programs,” (p. 146). For example, the Boys and Girls Club has their mission to enable all young
people to reach their full potential. Not all the Boys and Girls Club organizations specifically
have funding to train program specialists to teach youth members about gang involvement and its
consequences. The Boys and Girls Clubs provides various programs such as education,
performing arts, technology, sports and fitness, and leadership clubs to teach kids positive peer
relations, build leadership, and make goals to achieve great futures. The G.R.EA.T. Program is
compatible with after school programs such as the Boys and Girls Club organizations because it
provides 9 hour instruction throughout the school day that discusses anti-gang involvement, life
skills, and positive peer relationships. The Boys and Girls Club and the G.R.E.A.T. Program
both address gang membership and youth violence, but have different ways of doing it; through
instruction and program activities.
16. Irons 16
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