Defining and redirecting a school-to-prison pipeline.

By J. Wald, D. Losen. New Directions for Youth Development, 2003

620 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c569a2ad2ad793658323fc69c3ffc0af1f7f307e

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Citations in the corpus

Testing the School‐to‐Prison Pipeline (2017, background): “A potentially important part of the School-to-Prison Pipeline is the use of sworn School Resource Officers (SROs), but there is little research on the causal effect of hiring these officers on school crime or arrests.”
Prior problem behavior accounts for the racial gap in school suspensions (2014, background): “Some scholars have even advanced the idea that such disparities are evidence of a “school-to-prison pipeline” that targets disadvantaged, minority youth (Wald & Losen, 2003).”
More Than a Metaphor: The Contribution of Exclusionary Discipline to a School-to-Prison Pipeline (2014, background): “…Civil Rights Data Collection (CRDC), the rate at which students across the country were suspended and expelled from schools almost doubled, from 3.7% (1.7 million students) suspended in 1974 (Wald & Losen, 2003) to 6.6% (over 3 million students) suspended in 2009–2010 (Losen & Gillespie, 2012).”
Safety Without Suspensions (2008, background): “In an effort to address this concern, many U.S. schools began adopting zero-tolerance policies in the 1990s, which led to substantial increases in out-of-school suspensions and expulsions (Wald & Losen, 2003).”
Multilevel Exploration of Factors Contributing to the Overrepresentation of Black Students in Office Disciplinary Referrals (2010, background): “For example, Black students are from 3 to 7 times more likely than White students to be suspended (Raffaele Mendez & Knoff, 2003; Wald & Losen, 2003).”
An Intersectional Definition of Fairness (2018, background): “Intersectionality theory provides a counterpoint: these differences in risk/merit, while acknowledged, are frequently due to systemic structural disadvantages such as racism, sexism, inter-generational poverty, the school-to-prison pipeline, mass incarceration, and the prison-industrial complex [12]”
Whiteness as Property: Innocence and Ability in Teacher Education (2014, neutral): “S. A. Annamma (&) Interdisciplinary Research Incubator for the Study of (In)Equality (IRISE), University of Denver, 2000 E. Asbury Avenue, Denver, CO 80208, USA e-mail: subiniannamma@gmail.com Disability has a distinct role in the Pipeline (Wald and Losen 2003).”
Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied (2019, background): “Wald and Losen (2003) note, “the ‘single largest predictor’ of later arrest among adolescent females is having been suspended, expelled or held back during the middle school years” (p. 4).”
School and the co‐construction of dropout (2009, background): “It is implicated in the ‘school to prison pipeline,’ described as ‘a journey through school that becomes increasingly punitive and isolating’ (Wald and Losen 2003 , 11) and ends in incarceration.”
Breaking the School to Prison Pipeline: Identifying School Risk and Protective Factors for Youth Delinquency (2005, background): “In fact, academic failure, exclusionary discipline practices, and dropout have been identified as key elements in a “school to prison pipeline,” especially for minority students and those with disabilities (Lerner & Galambos, 1998; Skiba, Michael, Nardo, & Peterson, 2002; Wald & Losen, 2003).”
Education not Incarceration: A Conceptual Model for Reducing Racial and Ethnic Disproportionality in School Discipline (2014, background): “Adoption of punitive “zero tolerance” approaches in the early 1990s and the subsequent increase in the involvement of and reliance on law enforcement for school discipline has dramatically expanded the number of suspensions and expulsions, threatening the ability of schools to serve their primary ro”
A Downward Spiral? Childhood Suspension and the Path to Juvenile Arrest (2018, background): “Instead, they appealed only to the common racial disparities observed in both school discipline and juvenile detention, arguing that the patterns ‘‘within the two systems are so similar—and so glaring—that it becomes impossible not to connect them’’ (Wald and Losen 2003:11).”
Health Disparities due to Diminished Return among Black Americans: Public Policy Solutions (2018, background): “Due to an increased risk of discrimination by their teachers (Noguera, 2009), Black boys are at an exceptionally high risk of school dropout (Rumberger, 1983), which contributes to the school to prison pipeline (Wald & Losen, 2003).”