The concept of the School-to-Prison pipeline describes a journey undertaken by many students who are forced to attend under-resourced schools and are subject to exclusionary disciplinary practices, such as suspensions and expulsions. These practices have become fairly ubiquitous due to schools utilizing them for an increasing number of student misbehaviors. Additionally, schools have grown in their dependance upon law enforcement as a tool to maintain order, contributing to the chances of students having contact with the criminal justice system. Furthermore, it has also been demonstrated that these problems are experienced disproportionately by black male students and much research has explored this issue. However, researchers have also noted the need to better understand the impact of the School-to-Prison Pipeline on black girls, as well.
This research project seeks to advance this line of inquiry by researching how black girls’ educational experiences are influenced by harsh disciplinary practices. The central research questions are: Are there racial differences in the application of school disciplinary practices among elementary and secondary school-age girls? If so, how are their infractions classified differently? How do differences in discipline impact black girls’ experiences of schooling?
In pursuing this project, I hope to discover insights about the impact of harsh disciplinary practices on the academic achievement and other educational outcomes of students who experience it.
