Criminalized or Stigmatized? An Intersectional Power Analysis of the Charter School Treatment of Black and Latino Boys
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| Title: | Criminalized or Stigmatized? An Intersectional Power Analysis of the Charter School Treatment of Black and Latino Boys |
|---|---|
| Language: | English |
| Authors: | Roderick L. Carey (ORCID |
| Source: | Urban Education. 2025 60(5):1187-1221. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 35 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | African American Students, Hispanic American Students, Males, Racism, Adolescents, Urban Schools, Charter Schools, Social Bias, Power Structure, Social Influences, Educational Environment, School Culture, Discipline Policy, Interpersonal Relationship, High School Students |
| DOI: | 10.1177/00420859241227947 |
| ISSN: | 0042-0859 1552-8340 |
| Abstract: | As scholars account for the disproportional harm adolescent Black and Latino boys face in school, needed are studies that report on more than educator bias. Utilizing interviews and ethnographic observations from an urban charter school, I introduce and deploy the "Intersectional School Power Model" to illustrate how multiple school processes coalesced to uphold the criminalization of Black boys and stigmatization of Latino boys subtly and acutely. Findings show their (mis)treatment resulted from intersecting power arrangements across four school domains: the "structural" (e.g., organizational components), "cultural" (e.g., school norms), "disciplinary" (e.g., student corrective policies and practices), and "interpersonal" (e.g., daily interactions). |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1472296 |
| Database: | ERIC |
| Abstract: | As scholars account for the disproportional harm adolescent Black and Latino boys face in school, needed are studies that report on more than educator bias. Utilizing interviews and ethnographic observations from an urban charter school, I introduce and deploy the "Intersectional School Power Model" to illustrate how multiple school processes coalesced to uphold the criminalization of Black boys and stigmatization of Latino boys subtly and acutely. Findings show their (mis)treatment resulted from intersecting power arrangements across four school domains: the "structural" (e.g., organizational components), "cultural" (e.g., school norms), "disciplinary" (e.g., student corrective policies and practices), and "interpersonal" (e.g., daily interactions). |
|---|---|
| ISSN: | 0042-0859 1552-8340 |
| DOI: | 10.1177/00420859241227947 |
