Criminalized or Stigmatized? An Intersectional Power Analysis of the Charter School Treatment of Black and Latino Boys
Date
2024-02-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Urban Education
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).
Description
This is the Accepted Manuscript version of Carey, R. L. (2024). Criminalized or Stigmatized? An Intersectional Power Analysis of the Charter School Treatment of Black and Latino Boys. Urban Education, 0(0). https://doi.org/10.1177/00420859241227947.
This article was originally published in Urban Education OnlineFirst. The version of record is available at: https://doi.org/10.1177/00420859241227947. © The Author(s) 2024, Article Reuse Guidelines available at: https://sagepub.com/journals-permissions.
Keywords
Black males, Latino males, school discipline, charter schools, intersectionality
Citation
Carey, R. L. (2024). Criminalized or Stigmatized? An Intersectional Power Analysis of the Charter School Treatment of Black and Latino Boys. Urban Education, 0(0). https://doi.org/10.1177/00420859241227947