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Community Members' Perspectives on the Thurgood Marshall Academic High School Riot: A Case Study of the Effects of Embedded Law Enforcement in High School

机译：社区成员对瑟古德·马歇尔大学高中暴动的看法：以高中嵌入式执法为例

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摘要

Despite studies by legal and social-justice organizations pointing to connections between school-based police referrals and arrests that lead youth (particularly of color) into the juvenile-justice courts and criminal courts and are funneling students of color into the school-to-prison pipeline, schools increasing use school resource officers (SROs) in programs on K-12 campuses. Much of the academic literature about SROs in schools highlight the rationale for placing programs in urban schools from the perspectives of policymakers, legislators, members of the juvenile- and criminal-justice systems, and school district officials. Limited scholarly work documents the voices of impacted members of school communities (educators, students, and families) bearing the ramifications of SROs and school-based policing programs placed on their campuses.;The San Francisco Unified School District's Thurgood Marshall Academic High School (TMAHS) "October 11, 2002 Police Riot" holds a place in U.S. public school history. It is the second largest law-enforcement response (126 officers) to a K-12 facility, for a "nonweapon" school fight, escalated to a riot by the increase in SROs on the campus.;A narrative, qualitative research approach was used for this study that involved 10 one-on-one interviews with former members (students, educators, and parents) of the TMAHS Community. Research findings revealed that participants recognized the TMAHS era in three distinct phases: (a) Pre-10/11, (b) 10/11, and (c) Post 10/11, and then (d) the overall impact that TMAHS and the 10/11 riot had on their lives. Factors that motivated participants to become deeply invested in TMAHS were the school's clear collaborative education philosophy and the notion that if students of color were given the right tools, success was more than possible but wholly probable. Reflections pointed to factors that shifted the school's philosophy under new school leadership that implemented harsh zero-tolerance policies and tripled the number of SROs on campus.;This research yielded recommendations for professional practice and key questions that should be asked of and discerned from a broad spectrum of potentially impacted school community members before placing SROs or embedding armed law-enforcement officers on a school's campus. Additional recommendations were to reassess zero-tolerance policies, removing school-based law-enforcement personnel from the student disciplinary process, and implementing a restorative-justice-and-practices model for community-harm accountability, reconciliation, and reduction for school community members. Finally, developing an ongoing system of accountability measures and data monitoring would ensure that racialized behaviors and bias tensions are eliminated from interactions between law-enforcement officers and school community members.
机译：尽管法律和社会正义组织进行了研究，指出基于学校的警察转介和逮捕之间的联系将青少年（尤其是有色人种）带入少年法庭和刑事法院，并将有色学生汇入学校监狱管道，学校在K-12校园计划中增加使用学校资源官员（SRO）。关于学校SRO的许多学术文献都从政策制定者，立法者，少年司法和刑事司法系统的成员以及学区官员的角度强调了在城市学校中实施计划的理由。有限的学术工作记录了受到影响的学校社区成员（教育者，学生和家庭）的声音，这些影响与SRO的影响和校园内基于学校的治安计划有关。旧金山联合学区的Thurgood Marshall Academic High School（TMAHS） ）“ 2002年10月11日，警察暴动”在美国公立学校历史上占有一席之地。这是针对K-12设施的第二大执法响应（126名警官），用于“非武器”学校战斗，校园内SRO的增加加剧了骚乱。；采用了叙述性，定性研究方法在这项研究中，我们与TMAHS社区的前成员（学生，教育者和父母）进行了10次一对一的访谈。研究结果表明，参与者在三个不同的阶段认识到TMAHS时代：（a）10/11之前，（b）10/11和（c）10/11之后，然后（d）TMAHS和10/11暴动夺去了生命。促使参与者对TMAHS进行深入投资的因素是学校明确的协作教育理念以及这样的观念，即如果给有色学生提供正确的工具，成功的可能性就很大，但完全有可能。反思指出了在新学校领导下改变学校理念的因素，这些学校实施了严格的零容忍政策，并使校园SRO数量增加了三倍;这项研究为专业实践提出了建议，并提出了应从广泛的领域中认识和解决的关键问题的建议在将SRO放置或将武装执法人员嵌入学校校园之前，先分析各种可能受影响的学校社区成员。其他建议是重新评估零容忍政策，从学生的纪律程序中撤除校本执法人员，并实施恢复性的正义与实践模型，以实现社区损害责任，和解并减少学校社区成员。最后，建立一个持续的问责措施和数据监控系统将确保从执法人员与学校社区成员之间的互动中消除种族化的行为和偏见紧张。

著录项

  • 作者

    Maufas, Kim-Shree.;

  • 作者单位

    University of San Francisco.;

  • 授予单位 University of San Francisco.;
  • 学科 Education policy.;Social research.;Public policy.
  • 学位 Ed.D.
  • 年度 2017
  • 页码 500 p.
  • 总页数 500
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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