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RING THE ALARM

Black Girls in the Discourse on the School-to-Prison Pipeline

Published online by Cambridge University Press:  19 August 2020

Jelisa S. Clark
Jelisa S. Clark*
Affiliation:
Department of Sociology, Fayetteville State University
*
Corresponding author: Jelisa S. Clark, Department of Sociology, Fayetteville State University, 1200 Murchison Rd., Fayetteville, NC28304. E-mail: [email protected]
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Abstract

In this research, I use theories of framing and social construction to investigate how race and gender are featured in national news coverage of the school-to-prison pipeline, and how policies and practices funnel students from school to the criminal justice system. Results indicate that there are three primary narratives surrounding the school-to-prison pipeline. The first is a narrative that harsh disciplinary practices in schools are irrational and negatively impact all students. The second narrative crafts the school-to-prison pipeline as a social problem for all Black students irrespective of gender. The final narrative emphasizes the impact of exclusionary discipline on Black boys. Each of these narratives functions to erase the experiences of Black girls. Ultimately, I argue that we need to take a more intersectional approach to school discipline policies and take into account how Black women and girls are situated within popular and policy discussions.

Keywords

Black GirlsRaceFramingSocial ConstructionSchool Discipline
Type
State of the Art
Information
Du Bois Review: Social Science Research on Race , Volume 17 , Issue 1 , Spring 2020 , pp. 147 - 163
Copyright
© 2020 Hutchins Center for African and African American Research

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