How Are Black Students Pushed down the School-to-Prison Pipeline?
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| Title: | How Are Black Students Pushed down the School-to-Prison Pipeline? |
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| Language: | English |
| Authors: | Madalina Tanase, Dilek Kayaalp |
| Source: | Critical Questions in Education. 2026 17(1):18-39. |
| Availability: | Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | African American Students, At Risk Students, Undergraduate Students, Barriers, Social Justice, Racism, Equal Education, Disproportionate Representation, Institutionalized Persons, Correctional Institutions, Delinquency, Crime, Males, Blacks, School Policy, Teacher Competencies, Preservice Teacher Education, Educational Practices, Suspension, Expulsion, Special Education, Gifted Education, Justice, Social Bias |
| Geographic Terms: | Florida |
| ISSN: | 2327-3607 |
| Abstract: | This study aims to incorporate conceptual and empirical knowledge about the School-to-Prison Pipeline and foster social change by implementing relevant and meaningful pathways to eliminate it in Florida. The research design provides two years of qualitative inquiry at a mid-sized university in Florida, involving the participation of 54 undergraduate students. Results indicate that our participants consider a series of factors responsible for funneling Black students into the prison pipeline, such as lack of educational opportunities in schools, a lack of educator preparation in understanding race and class, teacher and administrator biases, internalized racism, as well as structural racism. These findings suggest that it is imperative to help teacher candidates and school administrators develop a social justice mindset and educate them about the structural and historical inequalities and their effects on Black students' educational participation, so they confront educational inequities, instead of perpetuating them. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494089 |
| Database: | ERIC |
| Abstract: | This study aims to incorporate conceptual and empirical knowledge about the School-to-Prison Pipeline and foster social change by implementing relevant and meaningful pathways to eliminate it in Florida. The research design provides two years of qualitative inquiry at a mid-sized university in Florida, involving the participation of 54 undergraduate students. Results indicate that our participants consider a series of factors responsible for funneling Black students into the prison pipeline, such as lack of educational opportunities in schools, a lack of educator preparation in understanding race and class, teacher and administrator biases, internalized racism, as well as structural racism. These findings suggest that it is imperative to help teacher candidates and school administrators develop a social justice mindset and educate them about the structural and historical inequalities and their effects on Black students' educational participation, so they confront educational inequities, instead of perpetuating them. |
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| ISSN: | 2327-3607 |
