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ERIC Number: EJ1017094
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
Reframing the School-to-Prison Pipeline: The Experiences of Latina/o Youth and Families
Pantoja, Alicia
Journal of the Association of Mexican American Educators, v7 n3 p17-31 2013
In this paper, I argue that school-to-prison pipeline (SPP) research on Latina/os shows the existence of an interconnected system of policies and social practices, in and out of schools, punitive and non-punitive in nature, which together work to criminalize Latina/o students and their families. This intersection (Crenshaw, 1991) and multiplicity (Hames-Garcia, 2012) of oppressive immigration, mass incarceration and schooling systems, among other factors, shapes the process and outcomes of Latina/os' criminalization (Scott & Saucedo, 2013; Timmons Flores, 2013; Campano et al, 2013). As a result, I believe we must re-conceptualize the "pipeline" metaphor in a way that views policies and social practices that criminalize Latina/o students and their families as part of an interconnected, interdependent system or web. Such an expansion of how we understand this term challenges a central assumption inherent in this "pipeline" metaphor; that the criminalization of youth flows unidirectionally and unidimensionally from schools to prisons and that disruption of such criminalization should be primarily focused on fixing punitive policies in schools. Advocacy and research efforts built upon the reconceptualization of this system or web would address the criminalizing social practices and policies that, while interconnected with much of the existing SPP literature, have been largely missed in the dominant SPP discourse.
Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail:; Web site: Journal is at
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A