African American Students’ Experiences of the School-to-Prison Pipeline: A Phenomenological Study

Abstract

Objective: The school-to-prison pipeline (SPP) is a phenomenon that describes pushing students out of public schools into the juvenile justice system. Research notes that Black students with disabilities are disproportionately affected by the school-to-prison pipeline. This article details a phenomenological qualitative research study that explored the lived experiences of Black students with disabilities, who, by virtue of experiencing school discipline and juvenile detainment, have become involved in the school-to-prison pipeline.
Method: Using a Critical Disability Theoretical framework, the researchers sought to use the voices of students most affected to develop an understanding of the SPP. A sample of 10 African American Students was selected from alternative schools to describe their experiences with school discipline and the juvenile justice system. Results: Findings in the research study noted three critical aspects of the students’ journeys: the relationships they developed with caring educators, distrust in the criminal justice system, and a developed sense of false consciousness. Conclusion: This article seeks to use students’ experiences to provide insights into how school professionals can address the complex nature of this phenomenon.