SBP: An Alternative to Strict Control? Culture and Authority in Progressive Urban Public High Schools

SBP：严格控制的替代方案？

• 批准号: 2017107
• 负责人: Maia Cucchiara
• 金额: $ 33.79万
• 依托单位: Temple University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-01 至 2024-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2017107&HistoricalAwards=false
• 关键词: SBP; Alternative; Strict; Control; Culture

Low-income youth of color often experience exclusionary discipline and zero tolerance policies in urban schools, which can result in a school-to-prison pipeline. We know such policies can be deleterious, suggesting an urgent need for alternative models and institutions that can change the dynamics related to the criminalization of youth. “Progressive” approaches, which emphasize student-centered instruction and social and emotional as well as academic goals, may represent a promising strategy. Yet these approaches have largely been reserved for independent schools and their relatively affluent (and white) constituencies. Recently, however, the number of progressive schools serving low-income students has grown, as schools and districts across the country have shown new interest in this model. This study provides an in-depth analysis of urban public schools offering a progressive program for low-income youth of color. Results from this study will have important implications for educators, law enforcement officials, community organization professionals, and others committed to working more effectively with such populations, thus potentially changing educational practices so as to interrupt the school-to-prison pipeline. Urban schools that use exclusionary discipline and zero tolerance policies often facilitate a school-to-prison pipeline that is deleterious to low-income youths’ social and developmental trajectories. This qualitative study will develop an ethnographically-driven conception of school culture and update and refine current understandings of authority in schools. The design includes three components. The first, and largest, component is ethnographic case studies of two progressive high schools serving low-income students of color, which will occur over two years and involve nearly 2,000 hours of participant-observation and 98 interviews. The second is site visits to 10 progressive schools and observations at various progressive education meetings and events, including130 hours of observation and 30 interviews. Third, these data are further contextualized by 10 additional interviews with local school district administrators and educators. Findings from the study will inform sociological theories regarding authority in schools, adolescent development trajectories, particularly for low-income youth, and arguments regarding connections between lower socioeconomic status and life chances in our society.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

有色人种的低收入青年经常在城市学校经历排斥性纪律和零容忍政策，这可能导致学校到监狱的管道。 我们知道，这种政策可能是有害的，这表明迫切需要能够改变与青年犯罪有关的动态的替代模式和机构。强调以学生为中心的教学、社会和情感以及学术目标的“渐进式”方法可能是一种有前途的战略。然而，这些方法主要是为独立学校及其相对富裕（和白色）的选区保留的。然而，最近，为低收入学生服务的进步学校的数量有所增加，因为全国各地的学校和地区对这种模式表现出了新的兴趣。这项研究对为低收入有色人种青年提供进步计划的城市公立学校进行了深入分析。这项研究的结果将对教育工作者、执法官员、社区组织专业人员和其他致力于更有效地与这些人口合作的人产生重要影响，从而可能改变教育做法，中断学校到监狱的管道。采用排斥性纪律和零容忍政策的城市学校往往助长学校到监狱的渠道，这对低收入青年的社会和发展轨迹有害。 这项质性研究将发展一个民族志驱动的学校文化的概念，并更新和完善目前对学校权威的理解。该设计包括三个组成部分。第一个也是最大的组成部分是对两所为低收入有色人种学生服务的进步高中的民族志案例研究，这将在两年多的时间里进行，涉及近2,000小时的参与观察和98次访谈。第二部分是实地考察10所进步学校，并在各种进步教育会议和活动中进行观察，包括130小时的观察和30次访谈。第三，这些数据进一步的背景下，10个额外的采访当地学区管理人员和教育工作者。该研究的结果将为学校权威、青少年发展轨迹（特别是低收入青少年）以及社会经济地位较低与生活机会之间的关系等社会学理论提供信息。该奖项反映了NSF的法定使命，通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。