School-to-Prison Pipeline or the Cradle-to-College Staircase

School-to-Prison Pipeline? I prefer the Cradle-to-College Staircase.

In our readings this week, we see clear evidence of the school-to-prison pipeline for both Latino and LGBTQ students. We must ask ourselves, what can we do better to ensure this is not the outcome of schools?

In “Messy, Butch, and Queer: LGBTQ Youth and the School-to-Prison Pipeline”, Snapp, Hoenig,

Fields, and Russell study LGBTQ students and how they are treated in schools.  They explain how

“automatic and punitive discipline policies and practices often result in student entrance into the

juvenile justice system, a process referred to as the ‘school-to-prison pipeline.’” (58)  They examine

how these punitive types of punishments and “zero-tolerance” policies do not serve to help this type

of population of students, but yet, have a negative impact on their view of school and their futures,

eventually pushing them out of school all-together. The article examines how LGBTQ students are

more likely to be disciplined than their heterosexual peers for identical or similar infractions. They

make the point, "It may be that the stigma and prejudice associated with homosexuality are at the

root of the differentiated treatment in school discipline.” (58)  Perhaps some teachers and

administrators are targeting these students for fear of the unfamiliar or because they themselves

perceive their sexual orientation as wrong or unacceptable.

When LGBTQ students were bullied in these schools, it was common for students to reach out to

administration or teachers and found that adults were of no help to them. The teachers were quick to

blame the way the students were treated because of the way they dressed, acted, or looked.

LGBTQ students and ally students were then forced to become their own advocates, and defended

themselves because adults failed in counseling and understanding this group of students. In turn,

while students defended themselves, they were punished yet again for doing so. “LGBTQ youth may

be blamed, ignored, or even punished for behaviors that should elicit support rather than punishment from school staff.” (59)  Support is something we must focus on to help our students
succeed so they do not feel discriminated against.

In recent years, I have had many more students identify as transgender students than in the past.
These students have reached out to me because they felt I was an ally and I make that known from
the first days of school. One student asked me to use certain pronouns with him, and even asked for
my help with a new name he would identify with more. I hope that all of his teachers did the same.

“When LGBTQ youth respond to bullying by fighting back, they are often blamed and punished for

their own victimization.” (69) I can’t help but be reminded of a story that made news headlines from

the school where I used to work. It was originally about a transgender student who wanted to use the

restroom and locker room corresponding to her gender identity. It sparked a Facebook battle, and

then it got the Channel 10 news attention.  This is another example of how LGBTQ students who

defend themselves can become targets. Huyler targeted this student publicly on Facebook and it

created a surge of comments, some for and some against the student, who was simply trying to ask

the school to be accommodating to her needs.

We as teachers have a great gift where we can help these students onto a pathway to success and

not prison. We can fill their minds with positivity and be sure to not judge them by the way they look,

their sexual-orientation, how they identify, or how they dress. In my twelve years of being a public

school high school teacher, I have noticed how certain students react in a surprised manner when

you treat them with respect and dignity, while many other teachers and administrators have always

treated them with little to none. Some are so used to being talked down to, or judged, that when you

give them a fresh start (in high school), they are shocked, and eventually they have the utmost

respect for you as a teacher. I can’t tell you the amount of parent teacher group conferences I have

where teachers have problems with a student in their classes but I say, “well, in my class, he/she is

great and we get along well!”  If I have learned anything from being a teacher it’s that you can not

“judge a book by it’s cover” and that no two students are the same. The students who you think will

be a “certain” way by their appearance or by the comments of others, are the ones who end up

surprising you the most.

In “Smoking Guns or Smoke & Mirrors?: Schools and the Policing of Latino Boys, Rios and
Galicia open with a scene we have become all too familiar with, a lockdown in a school. Yet, this time,
this lockdown could have been avoided if it wasn’t for the misperception of a white woman who

inaccurately recounted a story of what a group of Latino boys were doing in a parking lot before

school. These Latino students have similarities to that of the LGBTQ youth because they are judged

and bullied for the way they look and dress. They are mistreated by adults, teachers, administrators,

and even police officers because of their appearances and/or because of their family history.  “In an

era of mass incarceration, schools, law enforcement, and community members perceive and interact

with young Black and Latino boys as culprits and suspects, even before any concrete evidence

arises against them (Rios, 2011).” (Rios and Galicia, 55) These boys are criminalized and labeled

from the start. They are punished and mistreated for common young-adult behavior both inside

schools and outside in the community and the worst part is, they know this, too. They hide from the

police even when they aren’t doing anything wrong because of the perception and belief that they

always are. They know people are afraid of them even when they are walking down the street. The

saddest thing is having a young boy grow up knowing that others have low expectations of him.

Many students will live with that during their adolescent years and will live up to those low

expectations since they believe that is all society expects of them.

We need to ensure positive and high expectations for our students, especially our Latino population.

As one of their camp counselors added, “I think all kids need some guidance and discipline… if you

treat the students like adults, they’ll begin to act like one.” (Rios and Galicia, 59)  It is a sad state of

affairs when students feel that “teachers don’t really care about you.” (Rios and Galicia, 62) We

have to do better. The article mentions restorative justice approaches and I am happy to say that my

district is adopting this practice this year and I have signed up to learn all about it. I have included a

video about restorative justice in California schools. In the video Assistant Principal Nydia Baez

mentions, “What I saw was missing was 100% of your community feeling a part of the community.”

This is exactly what we have been reading about in our other articles! Just as Grace Boggs'

mentioned, our students need to feel valued in school and feel like insiders and a part of the

community.

I want to help my students succeed in school and in life and I hope that each year I can better learn
to help them do so. The end of the article speaks of creating a “cradle-to-college staircase” instead
of the “school-to-prison pipeline” and I hope I am and will continue to be a part of that staircase for
my current and future students.

References:

http://nbclatino.com/2012/09/19/nbc-latinoibope-zogby-survey-we-are-american-say-most-u-s-latinos/

https://edsource.org/2018/the-rise-of-restorative-justice-in-california-schools-brings-promise-controversy/597393