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Licensed Unlicensed Requires Authentication Published by De Gruyter September 21, 2022

Addressing educational inequity of Black students by demolishing the school-to-prison pipeline

  • Starr E. Keyes EMAIL logo

Abstract

There is a plethora of literature regarding disproportionality in special education, school discipline, and the School-to-Prison Pipeline (STPP). The literature also describes the far-reaching ramifications for African American and other historically marginalized students not receiving the quality education to which they are entitled. These ramifications include poor outcomes in school (e.g., problems with retention and lack of reading proficiency), and lower quality of life outside of school (e.g., lack of high-quality jobs and homelessness). This article discusses factors that contribute to disciplinary exclusion of Black students and other historically marginalized and oppressed populations (e.g., students with disabilities). In addition, it provides research-based practices that teachers, schools, districts, and universities can enact to reduce disciplinary disproportionality, foster more inclusive environments, and help put an end to the STPP.


Corresponding author: Starr E. Keyes, School of Counseling and Special Education, Bowling Green State University, 414 Education Building, Bowling Green, OH, 43403, USA, E-mail:
The author would like to thank The Institute for the Study of Culture and Society (BGSU) for the fellowship which allowed her to engage in this research.

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Received: 2022-08-17
Accepted: 2022-08-30
Published Online: 2022-09-21

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