Criminalized or Stigmatized? An Intersectional Analysis of Black and Latino Boys’ Charter School (Mis)Treatment

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Exclusionary Discipline Through Policy and Policy as Practice (Table 39)

Abstract

As scholars account for the disproportional school disciplining and (mis)treatment of Black and Latino boys, needed are studies that report on more than educator bias. I draw from intersectionality to illustrate how Black boys’ criminalization and Latino boys’ stigmatization was upheld subtly and acutely at one urban charter school. Utilizing interviews and ethnographic observations, I introduce and deploy the intersectional school power model to show how participants’ (mis)treatment emerged 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). An intersectional analysis shifts the foci from individual actions or politics to institutions that structure, justify, manage, and frame students’ school experiences.

Author

• Roderick L. Carey, University of Delaware