This is an original research presentation entitled, Whites to Remain Silent: Critical Race Theory Perspective on the School-to-Prison Pipeline, which was presented for the 2015 N.C. Central Law Review Research Symposium. It provides an overview of the basic principles of CRT while providing examples of how it is/ can be utilized as a methodology in STPP research.
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The Whites to Remain Silent: Critical Race Theory Perspective on the School-to-Prison Pipeline
1. THE WHITES TO REMAIN SILENT:
CRITICAL RACE THEORY PERSPECTIVE ON
THE SCHOOL-TO-PRISON PIPELINE
M. ALEX EVANS
DOCTORAL STUDENT
UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
EDUCATION POLICY, ORGANIZATION AND LEADERSHIP
SOCIAL CULTURAL STUDIES IN EDUCATION POLICY
N.C.C. Law Review Symposium
Youth in N.C. Panel
3. “[T]he rights of the oppressed are seldom effectively
asserted and exercised within the dominant
institutionalized channels of the social order.” - JOHN O
CALMORE -
4. What is Critical Race Theory
Examines relationship between
race, racism, and power.
Includes economics, history,
context, group/self-interest,
feelings, and the unconscious.
Activism beyond understanding
social situations, to transform racial
hierarchies.
Challenges dominant Ideologies
Critical
Race
Theory
Richard Delgado, Critical Race Theory: An Introduction
5. Critical Race Theory Tenets
1. The Permanence & Pervasiveness
of Racism
2. Whiteness as Property/Privilege
3. Race as a Social Construction
4. Interest-Convergence
5. Intersectionality
6. Storytelling, Counter-storytelling,
Narratives
Richard Delgado, Critical Race Theory: An Introduction
6. Critical Race Theory and the School-to-Prison
Pipeline
Permanent and Pervasive Racism
7. Permanent and Pervasive Racism
Race and racism are central,
endemic, and fundamental in
defining and explaining how U.S.
society functions.
o Adrienne D. Dixson and Celia K. Rousseau, “Critical
Race Theory in Education: All God’s Children Got a
Song”.
This principle provides an accurate
historical/context lens and critical
framework to analyze the racially
disparate data in the STPP.
8. Permanent and Pervasive Racism
In Wake County, Black students are
subject to:
62.3% of short-term
67.5% of long-term suspensions,
73.4% of school-based delinquency
complaints.
26.1% of the total student population
Jason Langberg, The State of the School to Prison Pipeline in the Wake County Public School System. Advocates for
Children’s Services a Project of Legal Aid of North Carolina.
9. Permanent and Pervasive Racism
1970
2010
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
Black
Students
White
Students
Suspension Rates Data from
1970 and 2010
1970 2010
10. Permanent and Pervasive Racism
0%
10%
20%
30%
BLACK
BOYS
WHITE
BOYS
BLACK
GIRLS
WHITE
GIRLS
Middle School Racial and Gender
Disparities
Suspended Education: Urban Middle Schools in Crisis - 2010
12. Whiteness as Property
Cheryl Harris, Whiteness as Property
“Origins of property rights in the U.S. rooted in
racial domination.”
The dominant culture’s perceptions of race and
property played a critical role in establishing and
maintaining racial and economic subordination.
Refers to: Slavery, Native American Land
Seizure, Plessy, Brown, Regents of University
of California v. Bakke, City of Richmond v. J.A.
Croson Co., Wygant v. Jackson Bd. of Ed.
13. Whiteness as Property
White Students Property Rights
Right to an education
Use and Enjoyment of Privilege
Reputation and Status
Right to Exclude
To Remain Silent
14. Whiteness as Property
STPP Critical Race Theory Research
Subini Ancy Annamma, Whiteness as Property:
Innocence and Ability in Teacher Education.
Provides racial analysis of teachers’ attitudes toward
students of color.
Highlights the need for training in understanding of
race, racism, and inequities that recognize the
historical legacy of whiteness as property.
15. Critical Race Theory and the School-to-Prison
Pipeline
Race as a Social Construction
16. Race as a Social Construction
Race is not a natural, fixed, or biological
concept.
Race is a social and legal construct.
Race has not been constructed neutrally, but
instead coercively as an ideological tool.
See IAN HANEY LÓPEZ, WHITE BY LAW: THE LEGAL
CONSTRUCTION OF RACE 78–108 (rev. ed. 2006).
17. Race as a Social Construction
David Simson, Exclusion, Punishment, Racism and Our Schools: A Critical Race Theory Perspective on
School Discipline
19. Interest-Convergence
Dominant culture (whites) support racial
justice, only when there is something in it for
them.
See the movie “Space Traders” by Derrick Bell
“[T]he fourteenth amendment, standing alone,
will not authorize a judicial remedy providing
effective racial equality for blacks where the
remedy sought threatens the superior societal
status of middle and upper class whites.”
Derrick Bell, Brown v. Board of Education and the Interest-
Convergence Dilemma
20. Interest-Convergence
Historical Examples of Interest-Convergence
Abolition of Slavery – Hayes Tilden Compromise
Brown v. Board of Ed & Desegregation – Foreign
Policy
Super Bowl XXVVII – Martin Luther King Day
Controversy
24. Intersectionality
Study of intersections between
oppression, domination, and
discrimination.
Race, Gender, Class, Ethnicity,
Sexual Orientation, Ability, Religion,
etc…
“Intersectionality” – Term coined by
Kimberle Crenshaw
25. Intersectionality
Black Girls Matter
“As public concern mounts for the
needs of men and boys of color
through initiatives like the White
House’s My Brother’s Keeper, we
must challenge the assumption that
the lives of girls and women who are
often left out of the national
conversation are not also at risk,” -
Kimberle Crenshaw -
Kimberle Crenshaw, Black Girls Matter: Pushed Out, Overpoliced, and
Underprotected
26. Critical Race Theory and the School-to-Prison
Pipeline
Storytelling & Narratives
27. Storytelling & Narratives
“Counter-stories can engage conscience and
stir imagination in ways in which more
conventional discourse cannot.”
Stories, parables, chronicles, and narratives
are powerful means for destroying white
supremacist ideals.
Richard Delgado, Storytelling for Oppositionists
and Others: A Plea For Narrative
28. Conclusion
Critical Race Theory provides a sound
methodological framework to research the
School-to-Prison Pipeline.
As an activism based form of research, it
serves as a change agent with valuable
historical, economical, and social context.
29. CRT & STTP Articles
Allen, Q., & White-Smith, K. (2014). “Just as Bad as Prisons”: The Challenge
of Dismantling the School-to-Prison Pipeline Through Teacher and Community
Education. Equity & Excellence in Education, 47(4), 445-460.
Blessett, Brandi. (2014). Dismantling the School-to-Prison Pipeline:
Reconfiguring the System from Investing in the Failure of the "Other". In The
American Mosaic: The Latino American Experience. Retrieved March 24,
2014, from http://latinoamerican2.abc-clio.com/
Fasching-Varner, K., Mitchell, R., Martin, L., & Bennett-Haron, K. (2014).
Beyond School-to-Prison Pipeline and Toward an Educational and Penal
Realism. Equity & Excellence in Education, 47(4), 410-429.
Healey, Melina A. (2014) Montana's Rural Version of the School-to-Prison
Pipeline School Discipline and Tragedy on American Indian Reservations.
Montana Law Review. 75, 15-66.
30. CRT & STTP Articles (cont’d.)
Irizarry, Jason G. & Raible, John. (2014) “A Hidden Part of Me”: Latino/a
Students,
Silencing, and the Epidermalization of Inferiority, Equity & Excellence in
Education, 47:4, 430-444, DOI: 10.1080/10665684.2014.958970
Sherman, F., & Jacobs, F. (2011). Juvenile Prison Schooling and Reentry:
Disciplining Young Men of Color. In Juvenile justice advancing research, policy,
and practice (pp. 310-330). Hoboken, N.J.: John Wiley and Sons.
Simson, D. (2014). Exclusion, Punishment, Racism and Our Schools: A Critical
Race Theory Perspective on School Discipline. UCLA Law Review, 61, 506-
563.
Vaught, S. (2012). Hate Speech in a Juvenile Male Prison School and in US
Schooling. The Urban Review, 239-264.
31. Thank You N.C.C. Law Review V.37
The Whites to Remain Silent:
Critical Race Theory Perspective on
the School-to Prison Pipeline
M. Alex Evans
March 27, 2015
N.C.C. Law Review Symposium
North Carolina Central University School of Law
Editor's Notes
The desegregation era after Brown v. Board of Education is widely accepted as the first time that nationally covered incidents called for armed government officials presence at schools. The armed officials were in place to protect the students from angry civilians who attempted to keep the students out of school by means of intimidation and violence. It was clear to see that the black students were to be protected from white civilians, and the armed officials were not there to “control the crowd.”
Fast forward to today; armed officials’ purpose on school grounds are to protect the students and engage in school disciplining procedures while also enforcing the law against the students. The problems that flow from this role reversal are numerous, and studies show that over this stretch of time (1957-2015) students of color suffer from disparate/punitive impacts in school disciplining.
A schedule design for optional periods of time/objectives.
Introductory notes.
As you seethe racially disparate data in the following slides, a CRT analysis would recognize first that racism is central to our society and that therefore a critical race analysis is necessary. Any analysis of racially disparate data that separates the racial component via a colorblind analysis, ignores the systematic/institutionalized racism and discrimination that our society operates under. While racism should not automatically be the default finding, one cannot simply ignore race.
Questions: Do black students simply misbehave more frequently? Are black students in Wake County inherently more aggressive? Are black students targeted? If so, are white students targeted at the same rate? Are white students less disruptive?
Question: Have black students increasingly become more disruptive over this 40 year period?
Disaggregated data by race and gender. See “Intersectionality” section below.
A primary piece in understanding how whiteness and the law have historically coexisted, and gives the reader an understanding of how whiteness as property manifests itself still today.
This presentation is entitled “Whites to Remain Silent,” because white students are afforded the ability to remain silent in regards to the STPP because their rights will continue to be protected. The question “What do the white students [have] to say?” can be taken as 1.) what is it that they actually think to say about the topic? and 2.) what are they obligated to say? Either way, they can remain silent as their peers of color are continually discriminated against with punitive disciplining.
This article is given as a reference of how this scholar in particular chose to engage in a CRT analysis of Teacher Education in regards to the STPP. This authors views/opinions are not necessarily a reflection of my own, therefore this is used as an example.
In this article Simon outlines race as a social construction in great detail, while also examining the question of whether or not students of color simply misbehave more often. Also, refer to sources cited in this article for more information on the social construction of race.
Objectives for instruction and expected results and/or skills developed from learning.
Objectives for instruction and expected results and/or skills developed from learning.
The U.S. Prison Industrial Complex (PIC) exists not because U.S. citizens are far more violent than citizens of Germany and France, but because there is an interest of major corporations to ensure that they continue to profit off of the PIC. See next slide.
Objectives for instruction and expected results and/or skills developed from learning.
Although birthed out of the legal field with a strong emphasis on black women as an unprotected class, intersectionality analysis’ extends beyond that of purely race and gender but also includes class, sexuality, religion, etc.
Crenshaw argues that gender aggregated data is published without reference to the disparities that black girls face, while stating the data as if black males are the only blacks facing disparities. See, “Black male exceptionalism”
Many STPP research utilizes the narratives of students that face the STPP within their own schools.
