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The Whites to Remain Silent: Critical Race Theory Perspective on the School-to-Prison Pipeline
- 1. THE WHITES TO REMAIN SILENT: CRITICAL RACE THEORY PERSPECTIVE ON THE SCHOOL-TO-PRISON PIPELINE M. ALEX EVANS DOCTORAL STUDENT UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN EDUCATION POLICY, ORGANIZATION AND LEADERSHIP SOCIAL CULTURAL STUDIES IN EDUCATION POLICY N.C.C. Law Review Symposium Youth in N.C. Panel
- 2. Central High School 1957 – Little Rock, Arkansas
- 3. “[T]he rights of the oppressed are seldom effectively asserted and exercised within the dominant institutionalized channels of the social order.” - JOHN O CALMORE -
- 4. What is Critical Race Theory Examines relationship between race, racism, and power. Includes economics, history, context, group/self-interest, feelings, and the unconscious. Activism beyond understanding social situations, to transform racial hierarchies. Challenges dominant Ideologies Critical Race Theory Richard Delgado, Critical Race Theory: An Introduction
- 5. Critical Race Theory Tenets 1. The Permanence & Pervasiveness of Racism 2. Whiteness as Property/Privilege 3. Race as a Social Construction 4. Interest-Convergence 5. Intersectionality 6. Storytelling, Counter-storytelling, Narratives Richard Delgado, Critical Race Theory: An Introduction
- 6. Critical Race Theory and the School-to-Prison Pipeline Permanent and Pervasive Racism
- 7. Permanent and Pervasive Racism Race and racism are central, endemic, and fundamental in defining and explaining how U.S. society functions. o Adrienne D. Dixson and Celia K. Rousseau, “Critical Race Theory in Education: All God’s Children Got a Song”. This principle provides an accurate historical/context lens and critical framework to analyze the racially disparate data in the STPP.
- 8. Permanent and Pervasive Racism In Wake County, Black students are subject to: 62.3% of short-term 67.5% of long-term suspensions, 73.4% of school-based delinquency complaints. 26.1% of the total student population Jason Langberg, The State of the School to Prison Pipeline in the Wake County Public School System. Advocates for Children’s Services a Project of Legal Aid of North Carolina.
- 9. Permanent and Pervasive Racism 1970 2010 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% Black Students White Students Suspension Rates Data from 1970 and 2010 1970 2010
- 10. Permanent and Pervasive Racism 0% 10% 20% 30% BLACK BOYS WHITE BOYS BLACK GIRLS WHITE GIRLS Middle School Racial and Gender Disparities Suspended Education: Urban Middle Schools in Crisis - 2010
- 11. Critical Race Theory and the School-to-Prison Pipeline Whiteness as Property
- 12. Whiteness as Property Cheryl Harris, Whiteness as Property “Origins of property rights in the U.S. rooted in racial domination.” The dominant culture’s perceptions of race and property played a critical role in establishing and maintaining racial and economic subordination. Refers to: Slavery, Native American Land Seizure, Plessy, Brown, Regents of University of California v. Bakke, City of Richmond v. J.A. Croson Co., Wygant v. Jackson Bd. of Ed.
- 13. Whiteness as Property White Students Property Rights Right to an education Use and Enjoyment of Privilege Reputation and Status Right to Exclude To Remain Silent
- 14. Whiteness as Property STPP Critical Race Theory Research Subini Ancy Annamma, Whiteness as Property: Innocence and Ability in Teacher Education. Provides racial analysis of teachers’ attitudes toward students of color. Highlights the need for training in understanding of race, racism, and inequities that recognize the historical legacy of whiteness as property.
- 15. Critical Race Theory and the School-to-Prison Pipeline Race as a Social Construction
- 16. Race as a Social Construction Race is not a natural, fixed, or biological concept. Race is a social and legal construct. Race has not been constructed neutrally, but instead coercively as an ideological tool. See IAN HANEY LÓPEZ, WHITE BY LAW: THE LEGAL CONSTRUCTION OF RACE 78–108 (rev. ed. 2006).
- 17. Race as a Social Construction David Simson, Exclusion, Punishment, Racism and Our Schools: A Critical Race Theory Perspective on School Discipline
- 18. Critical Race Theory and the School-to-Prison Pipeline Interest-Convergence
- 19. Interest-Convergence Dominant culture (whites) support racial justice, only when there is something in it for them. See the movie “Space Traders” by Derrick Bell “[T]he fourteenth amendment, standing alone, will not authorize a judicial remedy providing effective racial equality for blacks where the remedy sought threatens the superior societal status of middle and upper class whites.” Derrick Bell, Brown v. Board of Education and the Interest- Convergence Dilemma
- 20. Interest-Convergence Historical Examples of Interest-Convergence Abolition of Slavery – Hayes Tilden Compromise Brown v. Board of Ed & Desegregation – Foreign Policy Super Bowl XXVVII – Martin Luther King Day Controversy
- 21. Interest-Convergence = Prison Industrial Complex
- 22. Interest-Convergence = Prison Industrial Complex
- 23. Critical Race Theory and the School-to-Prison Pipeline Intersectionality
- 24. Intersectionality Study of intersections between oppression, domination, and discrimination. Race, Gender, Class, Ethnicity, Sexual Orientation, Ability, Religion, etc… “Intersectionality” – Term coined by Kimberle Crenshaw
- 25. Intersectionality Black Girls Matter “As public concern mounts for the needs of men and boys of color through initiatives like the White House’s My Brother’s Keeper, we must challenge the assumption that the lives of girls and women who are often left out of the national conversation are not also at risk,” - Kimberle Crenshaw - Kimberle Crenshaw, Black Girls Matter: Pushed Out, Overpoliced, and Underprotected
- 26. Critical Race Theory and the School-to-Prison Pipeline Storytelling & Narratives
- 27. Storytelling & Narratives “Counter-stories can engage conscience and stir imagination in ways in which more conventional discourse cannot.” Stories, parables, chronicles, and narratives are powerful means for destroying white supremacist ideals. Richard Delgado, Storytelling for Oppositionists and Others: A Plea For Narrative
- 28. Conclusion Critical Race Theory provides a sound methodological framework to research the School-to-Prison Pipeline. As an activism based form of research, it serves as a change agent with valuable historical, economical, and social context.
- 29. CRT & STTP Articles Allen, Q., & White-Smith, K. (2014). “Just as Bad as Prisons”: The Challenge of Dismantling the School-to-Prison Pipeline Through Teacher and Community Education. Equity & Excellence in Education, 47(4), 445-460. Blessett, Brandi. (2014). Dismantling the School-to-Prison Pipeline: Reconfiguring the System from Investing in the Failure of the "Other". In The American Mosaic: The Latino American Experience. Retrieved March 24, 2014, from http://latinoamerican2.abc-clio.com/ Fasching-Varner, K., Mitchell, R., Martin, L., & Bennett-Haron, K. (2014). Beyond School-to-Prison Pipeline and Toward an Educational and Penal Realism. Equity & Excellence in Education, 47(4), 410-429. Healey, Melina A. (2014) Montana's Rural Version of the School-to-Prison Pipeline School Discipline and Tragedy on American Indian Reservations. Montana Law Review. 75, 15-66.
- 30. CRT & STTP Articles (cont’d.) Irizarry, Jason G. & Raible, John. (2014) “A Hidden Part of Me”: Latino/a Students, Silencing, and the Epidermalization of Inferiority, Equity & Excellence in Education, 47:4, 430-444, DOI: 10.1080/10665684.2014.958970 Sherman, F., & Jacobs, F. (2011). Juvenile Prison Schooling and Reentry: Disciplining Young Men of Color. In Juvenile justice advancing research, policy, and practice (pp. 310-330). Hoboken, N.J.: John Wiley and Sons. Simson, D. (2014). Exclusion, Punishment, Racism and Our Schools: A Critical Race Theory Perspective on School Discipline. UCLA Law Review, 61, 506- 563. Vaught, S. (2012). Hate Speech in a Juvenile Male Prison School and in US Schooling. The Urban Review, 239-264.
- 31. Thank You N.C.C. Law Review V.37 The Whites to Remain Silent: Critical Race Theory Perspective on the School-to Prison Pipeline M. Alex Evans March 27, 2015 N.C.C. Law Review Symposium North Carolina Central University School of Law
Editor's Notes
- The desegregation era after Brown v. Board of Education is widely accepted as the first time that nationally covered incidents called for armed government officials presence at schools. The armed officials were in place to protect the students from angry civilians who attempted to keep the students out of school by means of intimidation and violence. It was clear to see that the black students were to be protected from white civilians, and the armed officials were not there to “control the crowd.”
- Fast forward to today; armed officials’ purpose on school grounds are to protect the students and engage in school disciplining procedures while also enforcing the law against the students. The problems that flow from this role reversal are numerous, and studies show that over this stretch of time (1957-2015) students of color suffer from disparate/punitive impacts in school disciplining.
- A schedule design for optional periods of time/objectives.
- Introductory notes.
- As you seethe racially disparate data in the following slides, a CRT analysis would recognize first that racism is central to our society and that therefore a critical race analysis is necessary. Any analysis of racially disparate data that separates the racial component via a colorblind analysis, ignores the systematic/institutionalized racism and discrimination that our society operates under. While racism should not automatically be the default finding, one cannot simply ignore race.
- Questions: Do black students simply misbehave more frequently? Are black students in Wake County inherently more aggressive? Are black students targeted? If so, are white students targeted at the same rate? Are white students less disruptive?
- Question: Have black students increasingly become more disruptive over this 40 year period?
- Disaggregated data by race and gender. See “Intersectionality” section below.
- A primary piece in understanding how whiteness and the law have historically coexisted, and gives the reader an understanding of how whiteness as property manifests itself still today.
- This presentation is entitled “Whites to Remain Silent,” because white students are afforded the ability to remain silent in regards to the STPP because their rights will continue to be protected. The question “What do the white students [have] to say?” can be taken as 1.) what is it that they actually think to say about the topic? and 2.) what are they obligated to say? Either way, they can remain silent as their peers of color are continually discriminated against with punitive disciplining.
- This article is given as a reference of how this scholar in particular chose to engage in a CRT analysis of Teacher Education in regards to the STPP. This authors views/opinions are not necessarily a reflection of my own, therefore this is used as an example.
- In this article Simon outlines race as a social construction in great detail, while also examining the question of whether or not students of color simply misbehave more often. Also, refer to sources cited in this article for more information on the social construction of race.
- Objectives for instruction and expected results and/or skills developed from learning.
- Objectives for instruction and expected results and/or skills developed from learning.
- The U.S. Prison Industrial Complex (PIC) exists not because U.S. citizens are far more violent than citizens of Germany and France, but because there is an interest of major corporations to ensure that they continue to profit off of the PIC. See next slide.
- Objectives for instruction and expected results and/or skills developed from learning.
- Although birthed out of the legal field with a strong emphasis on black women as an unprotected class, intersectionality analysis’ extends beyond that of purely race and gender but also includes class, sexuality, religion, etc.
- Crenshaw argues that gender aggregated data is published without reference to the disparities that black girls face, while stating the data as if black males are the only blacks facing disparities. See, “Black male exceptionalism”
- Many STPP research utilizes the narratives of students that face the STPP within their own schools.
- Conclusion to course, lecture, et al.
- An opportunity for questions and discussions.