Recommending Reform: A Critical Race and Critical Policy Analysis of Research Recommendations about School Resource Officers
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| Title: | Recommending Reform: A Critical Race and Critical Policy Analysis of Research Recommendations about School Resource Officers |
|---|---|
| Language: | English |
| Authors: | Christine Zabala-Eisshofer (ORCID |
| Source: | Educational Evaluation and Policy Analysis. 2024 46(2):358-384. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Police, Police School Relationship, Security Personnel, School Personnel, School Safety, School Security, Elementary Secondary Education, Journal Articles, Staff Role, Educational Change, School Policy, Educational Research, Value Judgment, Communication (Thought Transfer), Majority Attitudes |
| DOI: | 10.3102/01623737231212168 |
| ISSN: | 0162-3737 1935-1062 |
| Abstract: | School resources officers (SROs) have increasingly become a staple in United States K-12 schools, and research on their roles and efficacy is prevalent. However, policy recommendations, when left unexamined, may perpetuate majoritarian narratives that harm marginalized students. This project investigates the majoritarian and counternarratives surrounding policy recommendations for SRO programs. Analyzing policy recommendations in 100 peer-reviewed articles, we find that most articles recommend reform or retention of SROs regardless of study findings - recommendations rooted in majoritarian narratives about the necessity and benevolence of SROs. Counternarratives, which view harm done to students as a potential reason to remove SROs entirely or reduce their use in schools, are much less common in the literature. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1421788 |
| Database: | ERIC |
| Abstract: | School resources officers (SROs) have increasingly become a staple in United States K-12 schools, and research on their roles and efficacy is prevalent. However, policy recommendations, when left unexamined, may perpetuate majoritarian narratives that harm marginalized students. This project investigates the majoritarian and counternarratives surrounding policy recommendations for SRO programs. Analyzing policy recommendations in 100 peer-reviewed articles, we find that most articles recommend reform or retention of SROs regardless of study findings - recommendations rooted in majoritarian narratives about the necessity and benevolence of SROs. Counternarratives, which view harm done to students as a potential reason to remove SROs entirely or reduce their use in schools, are much less common in the literature. |
|---|---|
| ISSN: | 0162-3737 1935-1062 |
| DOI: | 10.3102/01623737231212168 |
