A Qualitative Study of the Psychosocial Impacts of the School-To-Prison Pipeline and Associated Factors
Abstract
The school-to-prison pipeline refers to the disproportionate tendency to use zero-tolerance policies and police presence in U.S. schools attended predominantly by Black and Brown youths. This phenomenon has resulted in increased rates of expulsion, suspension, and arrest being made in schools, often as the result of minor infractions. Over the past two decades, this has led to the systematic removal of a significant number of Black and Brown youths from public education, onto a path towards prison. To date, there is little to no empirical data on psychosocial impacts specific to the school-to-prison pipeline. The present study consisted of a qualitative, participatory research study of the life stories and psychosocial development of five Black-identified adolescent males who were impacted by the school-to-prison pipeline and associated factors. Attention was given to the sociocultural contexts in which the school-to-prison pipeline phenomenon is embedded. Drawing from critical constructivism and critical race theory frameworks, participants' lived experiences, and meaning-making of these, were analyzed using a narrative analysis approach. Results indicate that the school-to-prison pipeline and associated factors negatively impact psychosocial development, while compromising normative socialization processes and identity formation. Interventions aimed at addressing these negative psychosocial impacts ought to use Afro-centered frameworks that foster empowerment, critical race consciousness, and liberation among affected Black and Brown youths.
Subject Area
Clinical psychology|Criminology|Social psychology
Recommended Citation
Cissé, Aïcha, "A Qualitative Study of the Psychosocial Impacts of the School-To-Prison Pipeline and Associated Factors" (2024). ETD Collection for Fordham University. AAI31295465.
https://research.library.fordham.edu/dissertations/AAI31295465
