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Since the 1990s there has been a significant rise in the number of police officers in schools. There have been growing concerns regarding the effects of school resource officers (SRO) on students' long-term outcomes and whether or not they are an effective aspect of school safety. Public opinion, especially among key stakeholder groups, impacts policy and practice decisions, and, therefore, there is a need to examine and synthesize the current state of the literature on stakeholder perceptions of SROs. We conducted a systematic review of the literature regarding student, teacher, principal, parent, and SRO perceptions of the role and effectiveness of SROs. The findings across thirty-one publications suggest that key stakeholder groups largely report SROs as a positive presence within schools. Findings are mixed across studies, however, and key differences in perceptions of law enforcement among important school stakeholder populations are discussed. [ABSTRACT FROM AUTHOR]

The return to equivalent capability was evaluated on a >1000 km oil and gas pipeline corridor on the western Canadian prairies. Resource constraints limited this first phase of sampling to soils more likely damaged by disturbance. Three pipelines were selected to span a 55‐year period of construction. Data were collected from four transects established within each of six randomly chosen quarter sections (each 65 hectares) that included reference sites. Laboratory analysis provided data for organic carbon, pH, calcium carbonate equivalent, sodicity, salinity, and particle size distribution. Field procedures were used to obtain data for topsoil thickness, bulk density, aggregate size distribution, and carbonate distribution. The Canadian Land Suitability Rating System was employed to evaluate and compare the land capability (LSRS rating) of three pipelines to that of adjacent reference capability. Pipeline‐reference differences were detected in the topsoil for soil organic carbon (83% of reference), calcium carbonate equivalent (62% higher), and pH (0.4 units higher), and in the subsoil for bulk density (2% higher) and electrical conductivity (a fivefold increase). Carbonates were observed more frequently on the pipelines than on references. Soil organic carbon increased and electrical conductivity decreased with time since construction. The mode of land capability was class 4 on the corridor and class 3 on references. Residual effects remained. Neither soil conservation and reclamation practices, nor natural recovery had yet achieved equivalent capability for the target soil group, representing 17% of the extent of the corridor. [ABSTRACT FROM AUTHOR]

School discipline has been of primary interest in education over the past six decades. Examining the expansive body of literature on zero tolerance policies, the school-to-prison pipeline, and the criminalization and exclusion of Black girls specifically sends a resounding reminder of the work that remains to be done in the interest of their educational needs, sustainability and overall well-being. While much has been written about the topic of school discipline and Black girls, less has been written on the topic of equitable, strength-based solutions that support their educational advancement, prioritizes the intricacies of their intersectionalities, and motivates schools to create and maintain cultures of care through educational policy and practice. Exploring discipline integrity as another valuable, intentional and inclusive approach can help affirm the worth of Black girls in schools, further empower stakeholders to make equitable decisions, engage community partners, mitigate educational risks and address ongoing concerns related to discipline integrity among Black girls in urban schools. [ABSTRACT FROM AUTHOR]

Analysis of neighborhood environments is important for understanding inequality. Few studies, however, use direct measures of the visible characteristics of neighborhood conditions, despite their theorized importance in shaping individual and community well-being, because collecting data on the physical conditions of places across neighborhoods and cities and over time has required extensive time and labor. The authors introduce systematic social observation at scale (SSO@S), a pipeline for using visual data, crowdsourcing, and computer vision to identify visible characteristics of neighborhoods at a large scale. The authors implement SSO@S on millions of street-level images across three physically distinct cities—Boston, Detroit, and Los Angeles—from 2007 to 2020 to identify trash across space and over time. The authors evaluate the extent to which this approach can be used to assist with systematic coding of street-level imagery through cross-validation and out-of-sample validation, class-activation mapping, and comparisons with other sources of observed neighborhood characteristics. The SSO@S approach produces estimates with high reliability that correlate with some expected demographic characteristics but not others, depending on the city. The authors conclude with an assessment of this approach for measuring visible characteristics of neighborhoods and the implications for methods and research. [ABSTRACT FROM AUTHOR]

This article discusses a study on out-of-school suspensions (OSS) and their impact on academic performance in a diverse school district. The study found that Black students had higher OSS rates compared to Hispanic and White students, especially in secondary school. The study also examined factors like teacher attrition and experience, finding that schools with higher teacher attrition and more experienced teachers had higher suspension rates. Additionally, the study found that OSS had a negative impact on high school students' math performance. The study suggests that reducing suspensions and addressing discipline disparities can improve academic outcomes for all students. [Extracted from the article]

Women faced barriers in academia during the pandemic, and the implications on higher education, their career, and students are meaningful. Research focuses on how the pandemic has affected college students' mental health (Son et al., [12]) and the effects of the pandemic on student success (Lederer et al., [7]). (Re)membering pre-COVID leaks to build resilient community Factors causing the "leaky pipeline" phenomenon, pre-COVID, were not fully understood or addressed; then, we experienced societal upheaval and a pandemic. [Extracted from the article]

College access continues to be highly stratified across racial, socioeconomic, and first-generation status. Although there are numerous studies on college readiness programs, the research on the correlation between college proximity and college access is lacking or contradictory. Moreover, minimal research exists on college readiness programs within the context of place-based community engagement at a Jesuit university. This mixed-methods, action research case study investigated how to build accessible and equitable pathways to Jesuit colleges and universities within close proximity of historically underrepresented communities, focusing primarily on first-generation, low-income students of color from Northeast Spokane, Washington. Bordieu's theories of cultural and social capital as well as Conley's four facets of college readiness shaped the study. The results revealed that a college immersion program could have a positive and transformative experience on high school students' perceptions of higher education over the course of just three days, whereas interviews with high school counselors, university admission staff, and a public school district administrator indicated that long-term key strategies were essential to improving local recruitment and building a P-16 educational pipeline. [ABSTRACT FROM AUTHOR]

Much prior work has revealed that minority students are more likely than White youth to experience school suspensions, expulsions, and office referrals. However, the research establishing these patterns has relied exclusively on regression-based methods, which may not ensure adequate between-group balance on the measured covariates. Using data from the 2012 to 2019 8th/10th grade cohorts of the Monitoring the Future survey (N = 62,962), this study compares the treatment effects estimated following coarsened exact matching (CEM) with those generated using conventional methods on unmatched data. The results from both sets of analyses reveal notable effects of race but less consistent findings for Hispanic ethnicity. Further, while the effect sizes are similar, the average adjusted predictions from the matched data are more modest. [ABSTRACT FROM AUTHOR]

Colorism is a social construct privileging lighter-skinned people of color with proximity to European features over their darker-skinned counterparts. Despite the significant role in the lives of Black women and girls, colorism is an overlooked and understudied phenomenon, particularly regarding how it shapes their punishment and criminalization in schools. We conceptualize colorism as a social determinant of Black girls' psychological well-being and outcomes. Darker-skinned Black girls face disproportionately severe school discipline, negative evaluation by teachers and peers, and are inundated with stereotypical messages that influence their sense of self—which increases their vulnerability to trauma and psychological distress. Inside the legal system, colorism plays a role in moving dark-skinned Black girls further into and through the pipeline at every stage of legal processing. The goal of the paper is to (a) highlight the role of colorism in the criminalization of Black girls, (b) identify school, forensic, and counseling/clinical psychology's role in reducing the impact of colorism on Black girls' lived experience as it relates to mental health and criminalization, and (c) identify psychological research and policy needs to mitigate the impact of colorism on Black girls' life outcomes. [ABSTRACT FROM AUTHOR]

This study was designed to investigate parental background and learners' class skipping in public primary schools in Calabar South Local Government area of Cross River State, Nigeria. To guide the study, three research questions were posed and three null hypotheses were formulated. The instrument tagged "Parental Background and learners' Class Skipping Questionnaire (PBLCSQ)" was used to collect data. The research adopted the correlational design while simple random sampling technique was used to select a sample size of 300 pupils for the study. Pearson Product Moment Correlation Coefficient Analysis and Independent t-test analysis techniques were used to test the hypotheses. All hypotheses were tested at .05 level of significance. Statistical analyses of data showed that parental friends, health and income issues significantly influenced learners' class skipping in public primary schools in Calabar South Local Government Area of Cross River State, Nigeria. Hence, it was recommended that the learners and parents should be thoroughly informed about the school policy from time to time that leaving the school without permission may lead to suspension or expulsion of their wards from school. [ABSTRACT FROM AUTHOR]

By focusing on three Chicana Motherscholars pláticas, traversing the Educational Pipeline, I conceptualize sacred pauses as moments of joy, gratitude, and love (Tuck, 2009) as resistance and refusal. Sacred pauses refute the neoliberal university indoctrination of hyper-productivity (Hidalgo et al., 2022). This paper expands on the complex journeys of the academic bridges to what Gloria Anzaldúa (2002) calls 'passageways, conduits, and connectors' to illustrate the sacred journeys of overcoming barriers traversed through the Educational Pipeline towards doctoral degree completion for Chicana/e and Latina/e Motherscholars with children. The Motherscholar narratives characterize the potential of reciprocity and healing in bridge makers in Parents of and Women of Color. [ABSTRACT FROM AUTHOR]

Cryo-soft X-ray tomography (cryo-SXT) is a powerful method to investigate the ultrastructure of cells, offering resolution in the tens of nanometer range and strong contrast for membranous structures without requiring labeling or chemical fixation. The short acquisition time and the relatively large field of view leads to fast acquisition of large amounts of tomographic image data. Segmentation of these data into accessible features is a necessary step in gaining biologically relevant information from cryo-soft X-ray tomograms. However, manual image segmentation still requires several orders of magnitude more time than data acquisition. To address this challenge, we have here developed an end-to-end automated 3D segmentation pipeline based on semisupervised deep learning. Our approach is suitable for high-throughput analysis of large amounts of tomographic data, while being robust when faced with limited manual annotations and variations in the tomographic conditions. We validate our approach by extracting three-dimensional information on cellular ultrastructure and by quantifying nanoscopic morphological parameters of filopodia in mammalian cells. [ABSTRACT FROM AUTHOR]

In this essay, primarily tracing the memory of the author's father, the author connects the ways Black Panamanians of West Indian ancestry used their athletic talents within a de jure racially segregated US Panama Canal Zone to forge opportunities with HBCU athletic programs in the US South. Black physical educators and coaches forged these connections to assist Black Panamanian youth in circumventing the discriminatory treatment within the PCZ and the Republic of Panama. Also, this essay focuses on the decline of the transnational athletic pipelines due to the reversion of parts of the PCZ and the closure of the predominately Black segregated schools. This essay argues that translating community names and institutions from English to Spanish during the reversion was part of a larger Panamanian mestizo nationalism project that was forcing a singular Spanish-speaking Panamanian ideology, which played a significant role in the pipeline's decline. [ABSTRACT FROM AUTHOR]

Diversity, equity, and inclusion (DEI) efforts at academic medical centers (AMCs) began prior to 2020, but have been accelerated after the death of George Floyd, leading many AMCs to recommit their support for DEI. Institutions crafted statements to decry racism, but we assert that institutions must make a transparent, continuous, and robust financial investment to truly show their commitment to DEI. This financial investment should focus on (1) advocacy efforts for programs that will contribute to DEI in health, (2) pipeline programs to support and guide minoritized students to enter health professions, and (3) the recruitment and retention of minoritized faculty. While financial investments will not eliminate all DEI concerns within AMCs, investing significant financial resources consistently and intentionally will better position AMCs to truly advance diversity, equity, and inclusion within healthcare, the community, and beyond. [ABSTRACT FROM AUTHOR]

Recent research on systems of social control demonstrates how young men experience surveillance and the harmful effects of these types of practices. However, missing from this discourse is the understanding of how girls experience these practices and the gendered challenges associated with surveillance. In this article, we discuss the experiences of 12 Latina girls who were interviewed inside a juvenile detention center in California. Drawing from semi-structured interviews with them and extensive ethnographic fieldnotes, we examine the perceptions of surveillance experienced by this group of girls. Our findings suggest that girls struggled with the lack of privacy and felt that surveillance practices were degrading. We also discuss how the criminalization of girls through constant surveillance influenced their behavior negatively. [ABSTRACT FROM AUTHOR]

Toward the overall goal of interrogating systems that contribute to racial inequity in child and adolescent psychology, we examine the role and function of Residential Treatment Centers (RTCs) in creating or exacerbating race and gender inequities using the language of mental health and the logic that treatment intentions justify children's confinement. In Study 1, we conduct a scoping review to investigate the legal consequences of RTC placement, attending to race and gender in 18 peer-reviewed articles, encompassing data for 27,947 youth. In Study 2, we use a multimethod design focusing on RTCs in one large mixed-geographic county to examine which youth are formally charged with a crime while in RTCs, and the circumstances under which these charges occur, attending to race and gender (N = 318, 95% Black, Latine, Indigenous youth, mean age = 14, range = 8–16). Across studies, we find evidence for a potential treatment-to-prison pipeline through which youth in RTCs incur new arrests and are charged with crimes during and following treatment. This pattern is pronounced for Black and Latine youth and especially girls, for whom use of physical restraint and boundary violations are recurring challenges. We argue that the role and function of RTCs via the alliance between mental health and juvenile legal systems, however passive or unintentional, provides a critical exemplar of structural racism; and thus invite a different approach that implicates our field to publicly advocate to end violent policies and practices and recommend actions to address these inequities. [ABSTRACT FROM AUTHOR]

There is a shortage of Black men pursuing and or entering the pre-K-12 teaching profession. Some of the causes for the lack of Black men in the teaching profession stems from burnout, the school-to-prison pipeline, bad experiences as students, and a myriad of other reasons. We believe that Black men having a criminal record has not been fully explored or brought to the forefront as a major issue amongst the teaching profession and teacher preparation programs. To highlight this issue, we highlight and center the experience of one Black male who wanted to become an elementary reading teacher but was unable to due to his criminal record via a case study approach and a layered textual analysis. Specifically, we investigate what inspired a Black man’s interest in pursuing a teaching career and what factors altered or contributed to his deviation from pursuing the teaching profession. We then offer suggestions for research, practice, and policy with hopes that these suggestions provide teacher preparation programs and the teaching profession at-large with tangible tangles goals and task to address the Black male shortage in the pre-K-12 profession. [ABSTRACT FROM AUTHOR]

Black boys often experience oppression and marginalization in schools. Black boys with disabilities in secondary school are frequently targeted with inequitable and biased discipline practices, exacerbating the school-to-prison pipeline. As such, it is important to examine the school climate experiences of Black boys to inform the creation of safe, predictable and affirming school environments. Using Critical Race Theory and Dis/ability Critical Race Studies as a framework, the current study examined the school climate experiences of Black boys with and without emotional and behavioral disorders (N = 16,031). Overall perceptions of school climate were similar across groups, but moderation analyses demonstrated that Black boys with EBD reported significantly more peer victimization and lower levels of peer support, order and discipline, and safety than Black boys without EBD. Disability classification also moderated the relationship between peer victimization and cultural acceptance, physical environment, order & discipline, and safety with the relationship being significant and negative for Black boys with EBD. Implications for research and practice are discussed. Impact Statement It is critical that we examine the intersectional experiences of Black boys with and without disabilities in schools. This study found that Black boys experience low levels of cultural acceptance in their schools and Black boys with disabilities reported lower levels of peer support and more peer victimization than Black boys without disabilities. As such, we must center these students' experiences in the creation of safe and affirming school environments for them. [ABSTRACT FROM AUTHOR]

Circling back to the examples cited earlier from [10], [12]) U.S.-based research, the experienced ESL teacher and the induction year literacy teacher would have both been coded as wastage resulting from problems with administration and accountability demands. Hiring permanent in-school substitute teachers, hiring clinical teachers ([4]; [22]), and strategically recruiting undergraduates into teacher education programs ([5]) have also been identified as potential avenues to alleviate teacher pipeline issues in local settings. From a supply-and-demand perspective, would it include admitted preservice teacher candidates who were part of original quotas but did not complete their teacher education programs, along with those who completed their programs but never taught in the schools ([28]; [29])? In this moment of inflection, practitioners and teacher educators must learn to be nimble, inventive, and open to new ways of tackling teacher shortages with innovative ideas throughout the teacher education pipeline - from prospective recruits to those who exit. [Extracted from the article]

Latinx populations experience health disparities and are underrepresented among health professionals. One strategy to address these health disparities includes increasing the proportion of Latinx health professionals. The purpose of this study was to examine barriers and facilitators for Latinxs in pursuing health professions careers in a Midwestern state experiencing dramatic increases in Latinx populations, especially in rural areas. We conducted focus groups with Latinx high school, undergraduate, and graduate health professions students in rural and urban settings to examine barriers and opportunities for promoting health professions careers. Although many of our results confirm findings from other studies, novel future directions for this work should include comprehensive interventions that span the health professions education pipeline, including interventions that engage Latinx parents. A need also exists for increased representation of Latinx science teachers, counselors, staff, faculty, and particularly senior administrators in academic settings, from high school to graduate health professions schools to serve as role models, mentors, and advocates for Latinx health professions students. Educational programming of this magnitude requires institutional commitment to diversity, driven by leadership, with an explicit commitment to workforce and student diversity. [ABSTRACT FROM AUTHOR]

This theoretical paper focuses on the creation of the overly criminalistic Latin@ stereotype in the United States as a response to growing numbers of immigrants threatening white hegemony. As a mechanism of social control, Latin@s have faced inequitable treatment within the judicial and school systems of the United States. This paper examines criminality literature and its focus on the white/black binary before a legal system evolution that controls Latin@s. Social, legal, and racial control of Latin@s has occurred via negative public sentiment, inequitable juror practices, biased judicial sentencing and leniency, over-policing, and the "War on Drugs." [ABSTRACT FROM AUTHOR]

Well-established evidence of the ill-effects of exclusionary school discipline, its disproportionate use on students of colour, and association with the "school-to-prison pipeline" has, in the last decade, led to systemic reforms in the United States, which are successfully reducing exclusion and improving outcomes. Few studies, however, have similarly investigated overrepresentation in Australia, with little attention to systemic reform as a result. In this study, we analysed suspension, exclusion, and enrolment cancellation rates in Queensland (QLD) government schools between 2013 and 2019 and found Indigenous students were consistently overrepresented. Suspension incidents proportionate to enrolments increased for all students, but this increase was faster for Indigenous than non-Indigenous students and driven primarily by steep rises in short suspensions during primary school (Preparatory-6). Exclusions increased—again disproportionately—for Indigenous students, chiefly in secondary school (7–12). During 2019, Physical Misconduct had the highest incident rate for both groups; however, Indigenous students were most overrepresented in suspensions for Disruptive/Disengaged behaviours. Further, while Indigenous students were overrepresented in all QLD regions, one region's Indigenous suspension rate was higher than all others despite no difference in the distribution of Indigenous/non-Indigenous enrolments across regions. The scale and nature of Indigenous overrepresentation in exclusionary discipline incidents in QLD indicate clear need for further research to secure political commitment to systemic inclusive school reform, as well as to produce high-quality evidence capable of guiding that reform. [ABSTRACT FROM AUTHOR]

This research strives to enrich criminological and educational literature by providing a better understanding of relationships among school performance and achievement, attendance, and demographic information based upon the number of exclusionary disciplinary actions within public high schools. Using data on 409 traditional high schools from the Pennsylvania Department of Education, this quantitative study uses path analysis to examine the relationships between school factors, including demographics and achievement measures, and exclusionary discipline. The findings indicated a direct relationship between a schools' drop-out rate, AP courses, and standardized test scores and the schools' total number of exclusionary disciplinary actions. In addition, socioeconomic status and attendance rates indirectly impacted exclusionary disciplinary actions. The study also determined a correlation between the number of minority students within a school and the total number of disciplinary actions. These findings have a number of implications for school systems that hope to eliminate the school-to-prison pipeline. [ABSTRACT FROM AUTHOR]

Two broad trends inform public K-12 education’s current trajectory. One involves persisting (and recently increasing) school racial isolation which helps account for an array of costs borne by students, schools, and communities. A second trend, involving a dramatically increasing police presence in schools, is evidenced by a rising school resource officer (“SRO/police”) presence in schools. Increases in the magnitude of a school’s SRO/police presence correspond with increases in the school’s propensity to engage law enforcement agencies in student disciplinary matters which, in turn, help fuel a growing school-to-prison pipeline problem. While these two broad trends propel two distinct research literatures, these research literatures do not meaningfully engage with one another. Empirical research is largely silent on the degree to which, if at all, variation in a school’s racial isolation level influences how its SRO/police presence interacts with the school’s propensity to report student discipline issues to law enforcement agencies. This Article examines whether variation in school racial isolation levels informs whether a school’s SRO/police presence influences the school’s law enforcement reporting rates. Results from this study imply that any such influence is confined to schools where non-white student enrollment ranges from 11% to 50%. The research literature on tipping points provides one helpful interpretative lens to better understand why this specific school racial isolation band systematically differs from others when it comes to SRO/police presence’s influence on a school’s propensity to report student discipline matters to law enforcement agencies. [ABSTRACT FROM AUTHOR]

An abundant literature has developed to examine the conditions under which contentious opposition emerges to oil pipeline development. In this article, we compare the process to site and permit two pipelines in Illinois – Enbridge's Southern Access Extension Pipeline (SAX) and Dakota Access' Dakota Access Pipeline (DAPL). Landowners mobilized against SAX but not DAPL despite demonstrable opposition to both projects. Moreover, DAPL generated organized resistance from landowners in neighboring Iowa. We thus seek to explain non-mobilization in a community otherwise at risk for mobilization. Drawing on in-depth empirical data, we argue that the lack of visible resistance to DAPL in Illinois is a consequence of the neoliberalized regulatory landscape in which landowners are embedded. Unless able to demonstrate that pipeline projects generate specific economic grievances – which was possible for SAX but not DAPL – landowners perceive themselves as having no capacity to resist. An inability to leverage economic grievances or noneconomic attachments as grounds for opposition forces acquiescence to energy development. Ultimately, this case seeks to assess how state-level regulatory dynamics help enable or constrain social mobilization. Our research contributes to scholarship examining the impact of fossil fuel infrastructure expansion on rural communities and raises important questions about the capacity of such communities to navigate energy (infrastructure) development in the ongoing energy transition. • Rural areas face increased energy development in the energy transition. • We compare reactions to the siting and permitting of two oil pipelines in Illinois. • Illinois landowners differed in their ability to oppose distinct pipeline projects. • Neoliberal regulation disempowers landowners and constraints social mobilization. • A just energy transition depends on equitable participation in energy governance. [ABSTRACT FROM AUTHOR]

Activities associated with agriculture, grazing, and the energy industry have altered large tracts of native rangeland in North America. Pipelining causes intense local disturbance by removal of vegetation and alterations to soil horizons. Following a disturbance, reclamation is required to return the land to equivalent land capability. Revegetation is usually by seeding native and/or agronomic (non-native, dominant) species. This study investigated the long-term effects of native and dryland pasture (91% non-native species) seed mixes, grazing, and right-of-way (RoW) treatments on revegetation of native rangeland in southeastern Alberta. Native seed mixes were more successful at enhancing seeded vegetation cover than dryland pasture seed mixes. Grazing had a significant impact only on the survival of non-native grasses. The seed mix did not significantly affect total, native, non-native, annual, or perennial forb cover. Total forb cover was significantly higher on the trench with the dryland pasture seed mix than all other RoW treatments (storage, work). This long-term study suggests that native seed mixes can result in successful revegetation of reclamation following pipeline construction. [ABSTRACT FROM AUTHOR]

Unfortunately, I We the People i does not mention, acknowledge, or address structural inequities (such as racism, sexism, classism, homophobia, xenophobia, ableism, etc.) that continues to shape how certain bodies are seen, treated, and participate as citizens in the United States. The lyrics inform the audience that immigrants need to pass a test and take an oath of allegiance to the United States to become citizens while images of people from different countries chassé and groove across the screen, declaring "I am an American citizen" ( I Immigration i , 1:01). The Bill of Rights"These are our rights, what makes the USA the USA: speech, press, religion and more - and no one can take them away. [Extracted from the article]

This article discusses the program and goals that were instituted at our new community-based medical school to increase the representation of underrepresented minorities (URM) as faculty. We rely heavily on mentorship of the students for their research, and also employ community physicians for teaching and to serve as role models for the students. In addition, we collaborate with nonprofit organizations in our community, and offer pipeline programs for URM students. The combination of these programs serve to provide a pathway to academic medicine for URM students. [ABSTRACT FROM AUTHOR]

Gang injunctions emerged during the 1980s with the expansion of prisons, targeting alleged street gang members and their spaces of association. This essay examines gang injunctions, or street gang restraining orders, in Southern California through a Foucauldian framework. Applying a critical analysis of court documents found at law enforcement agencies and district or city attorney offices, I offer a broad insight into gang injunctions, focusing on the county of San Diego. I argue that gang injunctions are significant: although these injunctions are neutral prima facie or on the face of race and ethnicity, they structurally embody ongoing legacies of criminalizing people of color through mechanisms associated with the prison industrial complex and mass incarceration. Gang injunctions embody the surveillance and disciplinary practices of the panopticon created by power and knowledge within civil society and illustrate biopolitical policies implemented by the state that exclusively target purported alleged street gang members in their communities. As gang injunctions systematically criminalize Latina/o street gangs and their communities, they have detrimental effects on all members as their enforcers are motivated by politics and overactive control over specific geographies. This study proposes that gang injunctions create a direct pipeline from civil society to prison. [ABSTRACT FROM AUTHOR]

This essay explores coalition-building as a confluence of space and embodiment. In particular, the author studies the relationship between U.S. military Veterans and Lakota protestors during the 2016 and 2017 anti-Pipeline Demonstrations at Standing Rock. A critical analysis of the case study brings to light a set of workable practices that involve situating physical bodies together in space, locating the situated-self relative to other people and the world, and performing an enlarged understanding of the self as always potentially coalitional. Together, these practices contribute to forming not only a functional social alliance but also a transformative coalitional consciousness. [ABSTRACT FROM AUTHOR]

When the student first came into the school, where Hawkes was principal, the atmosphere was tense (14-15). In the first chapter, Hawkes considers how schools can reallocate resources to confront systemic racism. Hawkes follows that story with one of another valedictorian, who accuses her school of failing to adequately address allegations of sexual assault (154). [Extracted from the article]

The school-to-prison pipeline is perhaps the most well-known current framework for understanding the relationships between school and incarceration, but the prolific use of this pipeline metaphor is problematic. It tends to omit or obfuscate more complex understandings of the hows and whys adolescents end up incarcerated. Challenging the school-to-prison pipeline narrative is an important precursor to examining the complex factors that lead to and perpetuate youth incarceration, as well as developing solutions for addressing it. This paper first critiques the school-to-prison pipeline narrative. It then offers a way to reimagine how we can think of adolescent criminalization in terms of another metaphor, that of social death, which refers to the systematic criminalization and dehumanization of entire groups of people. Based on an interview study with twenty-nine adults who were first incarcerated as adolescents, this paper uses case studies of three Black and three Latino male participants to demonstrate how social death manifested in zero tolerance, wrongful accusations, and proactive surveillance in and out of the classroom.

This article asks what uniform practices in schools can tell us about how power functions through a comprehensive analysis of the uniform policies of all Scottish state secondary schools (n = 357). Against the backdrop of large-scale shifts from disciplinary societies to ones dominated by 'neoliberal governmentality' identified by Foucault and others, we investigate how these modes of power seem to be entangled in school uniform policies. The analysis reveals the specification of detailed uniform policies that both homogenise, divide and hierarchise the school body, suggesting that disciplinary techniques are alive and well. However, in the justifications that schools provide, we see uniform policies framed not as a tool to enforce discipline, but rather as a technique for pupils to fashion themselves into respectable and employable future adults. We suggest the rise of a 'neoliberal governmentality' has shaped how schools justify their practices of control more than it has shaped the practices themselves. [ABSTRACT FROM AUTHOR]

To promote a STEM career pipeline, a mentor outreach program was created within a K-12 charter school network, with a pilot year focusing on eighth and ninth-grade students. Utilizing a small cohort of volunteers from a nearby community college as student mentors and one faculty member, 12 visits were conducted throughout the school year. The mentors led science activities, made connections to their collegiate coursework in science, and worked to establish mentor relationships with students in order to motivate them to pursue science upon high school completion. As a result, survey data from the beginning compared to the end of the academic year showed increases in favorable perception of science by as much as 25%. This is most pronounced in young female students of color and by students whose parents have a high school education or lower. [ABSTRACT FROM AUTHOR]

The Biomedical Freshman Research Initiative (BFRI) is a course-based undergraduate research experience (CURE) at The University of Texas Rio Grande Valley (UTRGV), a hispanic-serving institution. Our analysis showed that BFRI participation was associated with retention in the BS in Biomedical Science program and at UTRGV. No significant difference in academic achievement and graduation in 4 years was observed. The results from this study suggest that BFRI is a promising avenue to provide more opportunities for students to be exposed to and participate in research early on and retain them in the science pipeline at a lower cost and manpower. [ABSTRACT FROM AUTHOR]

This article analyzes Julio's counter-storytelling narratives as an undocumented and Latino youth attending schools in the Southeast. Through his narratives, this case study discusses how gender, accent, socioeconomic and immigration status intersect multiple layers of discrimination, pushing Julio out of school prior to his self-deportation. The author concludes how the use of dialogue journaling can allow teachers, school administrators, and other stakeholders to become culturally sensitive to support Latinx youth. [ABSTRACT FROM AUTHOR]

The purpose of this multiple case study was to examine the motivational factors behind Black students' decisions to attend either a historically Black college/university (HBCU) or a predominantly white institution (PWI) when applying to both institutional systems. The study sample included 24 total participants: 12 first-year students from an HBCU and 12 first-year students from a PWI. The primary mode of data collection was one-on-one semi-structured interviews with each participant lasting for approximately one hour. We found in the college choice process, Black students: (a) Discussed College Options with Family and School/Community Members; (b) Learned about HBCUs and PWIs through Tours, Admissions Staff, and Media, (c) Considered Family, Strategy, and Academics in Their Decision to Apply to Both; and (d) Based Final Decision on Affordability, Campus Culture, and Location. Our findings have the potential to inform how practitioners along the educational pipeline can better support Black students' college choice process. [ABSTRACT FROM AUTHOR]