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HOW PERCEIVED EXPERIENCES WITH TEACHERS LEAD STUDENTS TO STREET BEHAVIOR INSIDE SCHOOLS SCHOOL-TO-PRISON PIPELINE Presenter: Ashlee Johnson University of Delaware

School-to-Prison Pipeline: How perceived experiences with teachers lead students to street behavior inside schools 

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This is a secondary data analysis on the Wilmington Street PAR project (or The People's Report), a larger street ethnographic study organized to examine physical violence in Wilmington, DE. This analysis explored attitudes toward and experiences with education or school. Specifically, this study explored attitudes toward teachers and how such attitudes informed notions of school and community violence amongst street identified Black men and women.

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Page 1: School-to-Prison Pipeline: How perceived experiences with teachers lead students to street behavior inside schools 

H O W P E R C E I V E D E X P E R I E N C E S W I T H T E A C H E R S L E A D S T U D E N T S T O S T R E E T B E H A V I O R I N S I D E S C H O O L S

SCHOOL-TO-PRISON PIPELINE

Presenter: Ashlee Johnson

University of Delaware

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DEMOGRAPHIC PROFILE TEACHERS

• 85% – 90% of all school teachers who educate

Black students are middle class White women

• Between 1999 and 2000, 135,000 teachers were

physically attacked by a student

• From 1999 to 2003, annually, an estimated 183,000

teachers were victims of non-fatal crimes at school.

(Yasser A Payne and Tara M. Brown, 2010)

(Non-fatal violence Against Teachers, 2009)

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DEMOGRAPHIC PROFILE SCHOOLS

• Drop/push out rates rank higher for Black males than all

teenage males combined (13.1% vs 10.9%);

• 72% of Black male drop/push outs are unemployed either because they were incarcerated or could not find work;

• 19% - 30% of Black students have brought a weapon to school at one time.

(Yasser A Payne and Tara M. Brown, 2010)

Page 4: School-to-Prison Pipeline: How perceived experiences with teachers lead students to street behavior inside schools 

DEMOGRAPHIC PROFILE SOCIETY

• In 2002, African American boys made up 16% of the juvenile

population, but almost 30% of the juvenile delinquency caseload;

• In 2006, about 25% of boys reported they carried a handgun by

the age of 17 while 11% reported they belonged to a gang; &

• Arrests for females increased 5.1% from 2004 – 2008. Arrests for

males increased 0.6% from 2004 – 2008.

(Snyder, H. N., & Sickmund, M. 2006) (Crime in America.net. 2010)

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LITERATURE REVIEW

• Student-Teacher relationship

• Teacher Expectation Theory

• “Acting White” thesis

(Debra Hooks and Maja Miskovic, 2012)

(Yasser A Payne and Tara M. Brown, 2010)

(Carol A Mullen and R Lynne Patrick, 2012)

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RESEARCH QUESTIONS

• What key experiences shape negative interactions

between students and teachers?

• To what extent do negative interactions with

teachers occur as a function of gender?

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SITES OF RESILIENCE (PAYNE & BROWN, 2010)

• Street-identified students view schools as hostile environments; &

• Street identity was found to be a coping mechanism or site of resilience inside school spaces.

• Street identified Black boys were found to have educational aspirations, which profoundly challenged the longstanding ”acting white” thesis

Payne, Yasser A., and Tara M.

Brown (2010). The Educational

Experiences of Street- Life-Oriented

Black Boys: How Black Boys Use

Street Life as a Site of Resilience in

High School. Journal of

Contemporary Criminal Justice, 26,

3, 316-338.

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WHAT DOES STREET LIFE MEAN?

• Street Ideology – centered on personal & economic survival.

• Set of Activities

• Bonding activities extends to joking,“playing the dozens”, hanging on the “corner” or “block”, rhyming (or rapping), playing basketball amongst each other to name a few activities; and

• Illegal activities (e. g. armed robbery, selling drugs, engaging in physical violence, etc.) generally employed to confront the effects of economic poverty.

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WILMINGTON STREET PAR FAMILY

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WHAT IS PARTICIPATORY ACTION RESEARCH?

• Participatory Action Research (PAR) projects includes on the research team, members of the population under study. Once such members are identified, they then are offered the opportunity to participate in all phases of the research project (e. g. theoretical framing, literature review, analysis, publication, presentation, monetary compensation, etc.); &

• PAR projects require an social justice based response to be organized in response to the data collected by the study.

Research + Social Activism = PAR

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Community Sample

(age range)

Community Survey Packet

Individual Interviews

Group Interviews

18 – 21 173 12 1

(5 participants)

22 – 29 205 12 1

(5 participants)

30 – 35 142 12 1

(5 participants)

41 – 53 ---- -----

1

(7 participants)

United Brothers of 9th Street

PROJECT DESIGN

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Page 13: School-to-Prison Pipeline: How perceived experiences with teachers lead students to street behavior inside schools 

N = 520

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N = 520

Page 15: School-to-Prison Pipeline: How perceived experiences with teachers lead students to street behavior inside schools 

N = 520

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N = 481

Page 17: School-to-Prison Pipeline: How perceived experiences with teachers lead students to street behavior inside schools 

N = 507

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N = 503

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N = 478

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N = 463

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PROJECT DESIGN SECONDARY QUALITATIVE DATA ANALYSIS

Age Range Individual

Interviews

Dual Interviews Group Interviews

16 - 26 12 -- 1

(3 participants)

27 - 33 9 2

(4 participants)

2

(6 participants)

34 - 40 5 1

(2 participants)

1

(5 participants)

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QUALITATIVE CODING

1. Student-Induced: Academic Preparation

26% negative 9% positive

2. Student-Induced: Home Environment

30% negative 2% positive

3. Student-Induced: Personal Accountability

22% negative 9% positive

4. Teacher-Induced Student Negative Behavior

43% negative 13% positive

*some male/female responses overlap categories & account for

inconsistent totals

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GENDERED THEMES

• School Violence/Street Activity – interpersonal

violence, substance abuse, involvement with criminal justice system;

• Structural Inequality- perceived structural inequality within the school and society; &

• Personal Situations – individual or personal level challenges identified by students that effect schooling experiences.

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MALES

• School violence/Street activity – 10/29 (34%)

• Structural Inequality – 22/29 (76%)

• Personal Situations – 10/29 (34%)

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Darryl: What does… a child that has a mother on drugs or a father that's not around, what does he act like in school?

Aaron (29): Every case is different. I mean, sometimes you have these kids that are all withdrawn and just don't want to associate with anybody. … other times you have these kids who want to lash out with fighting everybody… they want to fight them because they don't know what love is. They don't know what affection is… just think.. if we could say to our kids… (including) kids we don't know, “How you doing brother? I love you.’’ I mean, just think about how that would change a person's perspective.

SCHOOL VIOLENCE

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SCHOOL-TO-PRISON PIPELINE

• Byron Teller (18) “…school taking too long so I'm gonna be in these streets, I been in the streets.”

–street activity

• Prada (39) “it was me, I was too hyper, hardheaded, wasn’t really focused on school right then. I was ready to get to the streets” –personal situations

• Jerome Sefus (31) “Uh, I started, I started doing things that I know I shouldn't have been doing out here, started hustling” -street activity

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FEMALES

• School violence/Street Activity – 3/17 (18%)

• Structural Inequality – 12/17 (71%)

• Personal Situations – 10/17 (59%)

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Darryl: …. If you had the choice… (in terms of race) what kind of school would you send your child to?

Dionne (29): White.

Darryl: Why?

Dionne (29): 'Cause I know they are going to get a better education… the curriculum is different. … compared to the charter school my kids go to now… the other charter schools around, the curriculum is totally different. They (need to ) go to … a college charter school (or charter school recognized by a quality university).

Darryl: Do you think that the people who are in charge of providing children with an education know that there's a difference in these schools?

Dionne (29): Um hum (yes).

Darryl: So why do you think they allow one (school) to operate below the other?

Dionne (29): Politics.

STRUCTURAL INEQUALITY

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WHAT HAVE WE LEARNED?

• Gender differences

• Structural inequality

• Most participants spoke about a negative

relationship with teachers

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THANK YOU!

• Dr. Yasser Payne, Black American Studies

Department, University of Delaware

• University of Delaware Undergraduate Research

Program

• Ms. Meg Meiman & Dr. Lynnette Overby

• 2012 Summer Scholars Research Group

• University of Delaware N.U.C.L.E.U.S. Program