Eva Uribe

English 1010

Racial bias in Schools and the School to Prison Pipeline

Introduction

Racism has continually soiled the educations systems dating as far back as slavery then

into segregation and now in the form of zero tolerance policies that target young black, hispanic,

asian, and diasbled students. Our school systems are failing our children and leading them to a

life in the jail and prison systems. The School to Prison Pipeline was subtly introduced by

Ronald and Nancy Reagan in the 1980’s with zero tolerance policies for drugs and crime which

later translated to zero tolerance policies and policing within the education system. The School to

Prison Pipeline moves students of color and marginalized groups out of the education system and

into the prison system through exclusionary punishments such as suspension and expulsion.

Suspension and even in-school suspension have been warranted for actions such as “disrupting

class”. Rates of suspension have increased dramatically in recent years- from 1.7 million in 1974

to 3.1 million in 2000(3) and have been the most dramatic for students of color. (ACLU,p6) The

School to Prison pipeline is no longer theoretical but something many Americans are witnessing

and even experiencing. Some acknowledge that students of color, specifically African American

students, are targeted more than white students but feel that there are motives other than race.

Others point to statistics that show that students of color are being suspended, expelled and even

sent to juvenile detention at higher rates than their white peers. Nevertheless others argue that

race does not play a factor but rather, the individual student’s behavior and choices does.

Racism, exclusionary punishments, and adulthood

 Schools across the nation have implemented and used exclusionary punishments for

many years. Exclusionary punishments include in-school suspensions, suspension, expulsion and

even juvenile detention. These punishments are commonly used as a solution to inappropriate

behaviors and physical altercations but are also used for simply talking back in class and making

finger guns. Exclusionary punishments are used more frequently among Black and Latino

students. According to the U.S. Department of Justice, which last year ordered school districts to

respond to student misbehavior in “fair, non-discriminatory, and effective” ways, Black students

are suspended and expelled at a rate three times greater than White students, while Black and

Latino students account for 70 percent of police referrals.(Flannery,2015) And it doesn't stop

there, the bias starts early.

Black children represent 18 percent of preschool students, but account for 48 percent of

pre-school suspensions. Yes, we’re talking about 4-year-olds.(Flannery,2015) Students of color,

specifically black students, are statistically more likely to be sent to the principal's office for

vague offenses such as ‘disrupting class’ or ‘having an attitude’. Those students are also more

likely to be sent to the office by a white teacher. Black children constitute 18 percent of students,

but they account for 46 percent of those suspended more than once. (Elias,2013)

Many studies have also shown that zero-tolerance policies disproportionately

affect minority students and play a major role in the school to prison pipeline. Along

with addressing the assumptions of zero-tolerance policies, the previously mentioned

task force also researched how these policies impact students of color. School

administrators thought that removing subjective influences from the disciplinary process and

following a blind-justice approach would make it more fair to students. This was part of the

appeal of zero-tolerance policies - that the only factor for consideration was whether or not the

rule was broken. However, the task force found that this can result in a disproportionate number
of students of color being disciplined, reporting an overrepresentation in suspension and

expulsion for African American students, and less consistently for Latino students.

(Maxime,2018)

Students of color are punished for behaviors that their white peers exhibit almost

everyday, and it even follows them into adulthood. People of color are arrested at higher rates

than white people, if you look at the incarceration rates; 1 in every 106 white men of the age of

18+ as compared to the 1 in every 15 black men in the exact same age group. Studies have

shown a correlation between suspensions and being arrested after highschool and that's because

every school suspension weakens their connection to school and increases their odds of

committing theft, assault, and other crimes.(Sparks,2019) As stated in the former, by continually

removing children from the classroom as punishment or causing them to miss at least 15 days of

a school year, they become 7 times more likely to drop out, and without finishing highschool

they are statistically more likely to experience health problems due to inadequate or lack of

healthcare, poverty due to lack of education, and time in the criminal justice system.(SOE,2021)

Behavior v.s. Race

A student’s proclivity for misconduct is more likely to cause adult incarceration than

suspensions given as consequence for it.(Stallings,p2) Leading away from race being the most

significant factor in the school to prison pipeline is the idea that behavior is the supporting factor

for children falling into the prison systems after highschool. Despite data showing more students

of color being suspended or expelled, behavior may have more to do with it than race. Behaviors

such as fighting, bringing weapons to school, or even making threats against the school or staff

show to be deserving of exclusionary punishments. Educators and administrative staff have

plenty of resources available to students who show constant poor behavior such as; guidance
counselors, behavior specialists, and even the SRO’s who police the schools. Based on a study of

middle schoolers in Charlotte-Mecklenburg, N.C, the report concludes that students in schools

with higher suspension rates are up to 20 percent more likely to be arrested and incarcerated as

adults.(Stallings,p3)

Bad behavior in adolescence carries on into adulthood if students aren’t reformed.

Suspension and expulsion can benefit students by not allowing them to participate in school

events, sports teams, or even class activities. Students who demonstrate good or even exemplary

behavior deserve to learn in an environment that is free of destructive and distracting behaviors.

Exclusion is essential to maintain a classroom where students can learn undisturbed by the

indecent behavior of their peers.(Stallings,p13) Zero tolerance policies are used to reform the

poor and dangerous behaviors of students in order to create a disturbance free zone for students

who behave well. To say that students of color are suspended at a higher rate strictly based on

their complexion disregards their behavior and personal choices for misconduct.

Solutions

The evidence, data and studies make it abundantly clear that the School to Prison Pipeline

exists and is grasping at America's youth. Fixing and dismantling this pipeline is truly simple in

theory. The target demographic of the school to prison pipeline are students of color and students

that belong to a marginalized group; disabled or poor, and the solutions start in those

communities. The first step is to address personal biases of teachers, administrators, and school

resource officers because it starts with them. This could mean advanced training on racial and

social biases, this could also mean evaluations of teachers that refer large amounts of students to

the principal's office.

 The second step is to amend zero tolerance policies. Zero tolerance policies work well for

things like weapons or threats against the school, because they endanger the student body and the

staff but zero tolerance policies should not be used for “attitudes” or possessing over-the counter

medicine such as Tylenol. Each state and school system vary in their approach and language

surrounding zero-tolerance policies, but the common punishments of suspension and expulsion

from school come from the following offenses: bringing any weapon to school, including

seemingly innocent items like butter knives and toy swords, having any alcohol or drugs on

campus, including tobacco and over-the-counter medications like Aspirin or Midol, fighting,

including minor scuffles, threatening other students or teachers, or saying anything that could be

perceived as a threat, insubordination, which could include talking back to a teacher or swearing

in the principal’s office, and any behavior considered disruptive, such as cutting in a lunch line.

(Maxime,2018)

The third step is to find alternative punishments, use restorative justice and give schools

the funding and resources to more appropriately meet the needs of their students. This means

funding for more qualified counselors or funding for in school rehabilitation programs for

students to continue learning while working on their behaviors or issues that ail them from

reaching their full potential. Instead of sending students out of school for having attitude issues,

give them in school counseling and help them succeed. All of these steps start with the support of

teachers and staff, and although some teachers exhibit support for their students and reach out, it

needs to be happening with all teachers.

Conclusion

In summation, the School to Prison Pipeline targets students of color and students who

belong to a marginalized group at a more significant rate than caucasian students. Some will
argue that race is used as an excuse for students' poor or disruptive behavior but data and studies

show the overwhelming effects of exclusionary punishments on students of color and their

relationship with education. There are ways to dismantle the school to prison pipeline and

prevent current students from falling into the jail and prison systems after highschool and it starts

within our own schools and communities. Schools need to address the problem at hand and use

alternative methods of punishment for minor grievances, and only use extreme punishments for

extreme actions. This means more qualified teachers and counselors, more resources for students

struggling with behavior, or even students struggling in school in general. Students of color

deserve their education and a chance to succeed alongside their white peers, but if a change is not

made to the policies our schools implement across the nation, a disservice will forever be done to

young black, hispanic, asian, and disabled students.

Reflection questions

Topic

● How difficult or easy was it to choose a topic?

○ Choosing my topic was fairly easy, but after I did my annotated bibliography, I

realized there was a topic that felt a little more relevant to me, but I stuck with it.

● Are you happy with the topic you chose? Why or why not? Or, how did it transform

as you searched for sources and drafted?

○ I am, but I later realized that I wanted to do mine about abortion but I thought that

might be a little controversial or cliche, however i liked the amount of research i

was able to gather on how well i was able to use that research
Research

● Are you satisfied with the way you conducted research and the sources you found?

Why or why not?\

○ I am, I wish i could have got more articles on the opposing side but overall im

very happy with it and i liked the process.

● How did you manage working with various sources? What worked well for you?

○ It was tedious because i had to keep going back and forth and i felt like i was

wasting my time but i was able to use them intricatley to blend my research

together.

Process

● If you had the chance to start this process again, what would you do differently?

○ I wouldn't have missed the first day of the unit that is for sure, I would maybe

have looked at my options a little closer and really examined what it is that I

wanted to do. I also wouldn't have procrastinated as much. Im very much shutting

down and getting ready to graduate so I wouldn't have been so careless with my

time.

● How easy or difficult was it to synthesize information (move from a working

annotated bibliography to an opinion summary)?

○ It was hard because I feel like I can't put it together very easily, and I felt all over

the place at the beginning but I feel like I got into a groove towards the end and I

think it is fine now.

 ● Did you use tools or strategies you learned in unit I (narrative) or unit II (rhetorical

analysis) to complete this assignment?

○ I tried to use them but i honestly just sat down and started writing

● Name one significant concept or idea that you have learned about in this third unit.

Why is this significant to you? Be as specific as possible.

○ Multiple viewpoints and the credibility of sources. I think oftentimes we are so

strong and forthcoming on our beliefs that it is annoying or even frustrating when

someone shares one that challenges you or makes you uncomfortable and to have

to try and be that voice that makes you uncomfortable or challenges you is really

important in trying to become a well rounded person. Credible sources are huge

because you don't want to have an entire essay based on facts you got from

wikipedia, it doesn't mean anything if your sources aren't credible

Significance

● Did the project connect to any other concepts you are learning in your academic

courses or your personal or professional life?

○ Not academically, but personally, as hard as it is to say i see racism, transphobia

and homophobia everyday at murray, at work or even in public, and people don't

address their own biases and problems, but systems like the education and prison

systems hardly ever address their faults.

● Did you intend or want this topic to pertain to anything involving your academic,

personal, professional life?

○ Not sure i do, but i would not be opposed to it

● As the writer, what responsibility did you feel you had to educate your readers?
 ○ Murray is a very white school, our staff is almost completely white, most of the

students are white, and as a white person myself we have to recognize the

privilege we have our others, and because you can't take that privilege away you

have to use it to benefit the voices of students of color who get drowned out.

● Did this project change the way you feel about yourself as a writer?

○ No, not that I am aware of.

Works Cited
The School-to-Prison Pipeline: Time to Shut it Down (2015, January 5)

Suspensions and expulsions are doing more harm than good. Schools are getting better results
by rejecting zero tolerance.

Post. Retrieved April 12th, 2022, from

https://www.nea.org/advocating-for-change/new-from-nea/school-prison-pipeline-time-shut-it-down
Pipeline to Prison
Post. Retrieved April 12, 2022, from
https://supportiveschooldiscipline.org/school-to-prison-pipeline
The school-to-prison pipeline, explained
Police officers in classrooms are just the tip of the iceberg

Post. Retrieved April 12,2022, from

https://www.vox.com/2015/2/24/8101289/school-discipline-race

School to Prison Pipeline

Post. Retrieved April 12, 20222, from

https://www.aclu.org/issues/juvenile-justice/juvenile-justice-school-prison-pipeline

The School-to-Prison Pipeline

Policies and practices that favor incarceration over education do us all a grave injustice

Post. Retrieved April 12, 2022, from

https://www.learningforjustice.org/magazine/spring-2013/the-school-to-prison-pipeline

Who is Most Affected by the School to Prison Pipeline?

Wednesday, February 24, 2021

Post. Retrieved April 21, 2022, from

https://seo online.american.edublog/school-to-prison-pipeline
Is the School-to-Prison Pipeline Real After All? Changing Times Bring Legitimacy to a
Questionable Hypothesis
Post Retrieved April 21, 2022, from
https://thechalkboardreview.com/latest/is-the-school-to-prison-pipeline-real-after-all-changing-
times-bring-legitimacy-to-a-questionable-hypothesis