The fifth article, outlines the internal school structure and how the school-to-prison pipeline is created. In the article; Building, Staffing, and Insulting: An Architecture of Criminological Complicity in the School-to-Prison Pipeline the authors Schept, Wall and Brisman focused their attention on how the school-to-prison pipeline is linked between education, police power, and incarceration. The idea of “zero-tolerance” is measured based off discipline in schoolgrounds, police in schools, and criminalization of school discipline. Through this article, it offers an understanding to the involvement of the criminology/criminal justice discipline and its academic departments. These three authors did some prior research that conceptualized
…show more content…
Those who are partly to blame for this pipeline are the communities that are targeted for incarceration based on the schools that have a greater police presence and thus result in school-based arrested of youths. Another dimension for the build of the pipeline is based on the population of youths that begin to enter the work force and weigh out the criminal justice industrial complex for employment. Staffing of the pipeline entails School Resource Officers (SRO). Under the Omnibus Crime Control and Safe Street Act of 1968 it states their duties involve “career law enforcement officer, with sworn authority, deployed in community-oriented policing, and assigned by the employing police department or agency to work in collaboration with school and community-based organization” (p.103). The increase of the number of SROs between 1997 and 2007 showed that more youth became increasingly subjected to school-based disciplinary problems. The rise of police in schools meant more arrested of youths and more becoming involved in adult and juvenile detention systems. This article works well with my study because it highlights the internal factors that create these STPP by policing in schools, and the use of school resource officers. These are just some of the elements that create the classroom, to the courtroom, to cages
Those who are partly to blame for this pipeline are the communities that are targeted for incarceration based on the schools that have a greater police presence and thus result in school-based arrested of youths. Another dimension for the build of the pipeline is based on the population of youths that begin to enter the work force and weigh out the criminal justice industrial complex for employment. Staffing of the pipeline entails School Resource Officers (SRO). Under the Omnibus Crime Control and Safe Street Act of 1968 it states their duties involve “career law enforcement officer, with sworn authority, deployed in community-oriented policing, and assigned by the employing police department or agency to work in collaboration with school and community-based organization” (p.103). The increase of the number of SROs between 1997 and 2007 showed that more youth became increasingly subjected to school-based disciplinary problems. The rise of police in schools meant more arrested of youths and more becoming involved in adult and juvenile detention systems. This article works well with my study because it highlights the internal factors that create these STPP by policing in schools, and the use of school resource officers. These are just some of the elements that create the classroom, to the courtroom, to cages