RT Article
T1 The Culture of Control in Schools: How Punitive and Disadvantaged Spaces Impact Race-Specific Suspension Rates
JF Journal of contemporary criminal justice
VO 38
IS 4
SP 384
OP 410
A1 Hughes, Cresean
LA English
YR 2022
UL https://krimdok.uni-tuebingen.de/Record/1817312154
AB Across American societal institutions, a punitive culture of control and surveillance has manifested in a variety of ways, including exponential growth in incarceration rates and school suspension rates over the last four decades. To date, much of the scholarship exploring the relationship between criminal justice outcomes and school-based outcomes has focused primarily on how school punishment is consequential for future involvement in the justice system. What remains unclear, however, is whether an alternative relationship exists. That is, does a culture of control foster an environment where punitiveness in the criminal justice system is mirrored by punitiveness within schools? Drawing on carceral perspectives and place-based stratification theories and analyzing a random sample of Florida middle and high schools combined with school district data, several key findings emerge. Specifically, Black and Hispanic students are more likely to be suspended in places with higher incarceration rates; all students are more likely to be suspended in places with greater concentrated disadvantage; and Black and Hispanic students are significantly more likely to be suspended when attending schools in places with high incarceration rates and greater concentrated disadvantage. These findings highlight the interconnectedness of place and social control in the school setting.
K1 culture of control
K1 Concentrated disadvantage
K1 Incarceration
K1 School punishment
DO 10.1177/10439862221110984