Abstract

Latinx and Black youth are pushed out of school at a higher than average rate of 7.7% and 5.5%, respectively, compared to 4.1% of White youth. By “pushed out” we are referring to students who are labeled as “drop outs.” This language shift is important, as, “dropout” implies a choice made by students to leave school while “pushout” accounts for the various forces that lead to students leaving school. One factor that contributes to this alarming statistic is that harsh school punishment disproportionately affects racial and ethnic minority students in urban settings, rather than making school more accessible for them. Using data from the California Department of Justice and the Civil Rights Data Collection repository, we provide a descriptive analysis of the school-toprison pipeline in Southern California. This description is based on two innovative critical race methodologies: QuantCrit (quantitative) and Counterstorytelling (qualitative). These methodologies illuminate the experiences of thirty-nine former high school students who were pushed out of high school through the activity of counter-storytelling, these former high school students speak and remember how racism, sexism, and classism manifested in their schooling experiences. This study shows how to use QuantCrit and counter-storytelling in criminal justice education.

摘要

拉丁裔和黑人青年的辍学率分别高于平均水平 7.7% 和 5.5%，而白人青年的这一比例为 4.1%。我们所说的“退学”指的是被贴上“退学”标签的学生。这种语言转变很重要，因为“辍学”意味着学生做出离开学校的选择，而“退学”则解释了导致学生离开学校的各种力量。造成这一令人震惊的统计数据的一个因素是，严厉的学校惩罚对城市环境中的种族和少数族裔学生产生了不成比例的影响，而不是让他们更容易上学。我们使用来自加州司法部和民权数据收集库的数据，对南加州的学校-监狱管道进行了描述性分析。该描述基于两种创新的关键竞赛方法：QuantCrit（定量）和 Counterstorytelling（定性）。这些方法阐明了 39 名通过反故事活动被赶出高中的前高中生的经历，这些前高中生讲述并记住了种族主义、性别歧视和阶级主义是如何在他们的学校经历中表现出来的。本研究展示了如何在刑事司法教育中使用 QuantCrit 和反讲故事。性别歧视和阶级歧视表现在他们的求学经历中。本研究展示了如何在刑事司法教育中使用 QuantCrit 和反讲故事。性别歧视和阶级歧视表现在他们的求学经历中。本研究展示了如何在刑事司法教育中使用 QuantCrit 和反讲故事。