Crime Control Strategies in School: Chicanas'/os' Perceptions and Criminalization

Urban Review

Volumn 44, Issue 2, 2012, Pages 171-188

  Portillos, Edwardo L ^a   González, Juan Carlos ^b   Peguero, Anthony A ^c  

^a UNIVERSITY OF COLORADO   (United States)

^b CALIFORNIA STATE UNIVERSITY   (United States)

^c VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY   (United States)

Author keywords

Chicanas os; Criminalization; High school; LatCrit theory; Racialized space; Surveillance; Youth culture

Indexed keywords

EID: 84860472250     PISSN: 00420972     EISSN: 15731960     Source Type: Journal    
DOI: 10.1007/s11256-011-0192-z     Document Type: Article

References (61)

1. Altheide, D. L. (2009). The Columbine shootings and the discourse of fear. American Behavioral Scientist, 52(10), 1354-1370.
2. Anderson, E. (1999). Code of the street: Decency, violence, and the moral life of the inner city. New York, NY: W. W. Norton.
3. Anderson, C. L. (2004). Double jeopardy: The modern dilemma for juvenile justice. University of Pennsylvania Law Review, 152(3), 1181-1219.
4. Batsis, T. (1997). Helping schools respond to gang violence. Journal of Gang Research, 4(3), 17-22.
5. Beger, R. R. (2002). Expansion of police power in public schools and the vanishing rights of students. Social Justice, 29(1/2), 119-130.
6. Bejarano, C. L. (2007). ¿Qué onda?: Urban youth culture and border identity. Tucson, AZ: University of Arizona Press.
7. Brown, B. (2006). Understanding and assessing school police officers: A conceptual and methodological comment. Journal of Criminal Justice, 34(6), 591-604.
8. Brown, B., & Benedict, W. R. (2005a). Classroom cops, what do the students think?: A case study of student perceptions of school police and security officers conducted in an Hispanic community. International Journal of Police Science & Management, 7(4), 264-285.
9. Brown, B., & Benedict, W. R. (2005b). Student victimization in Hispanic high schools: A research note and methodological comment. Criminal Justice Studies: A Critical Journal of Crime, Law and Society, 18(3), 255-269.
10. Burns, R., & Crawford, C. (1999). School shootings, the media, and public fear: Ingredients for a moral panic. Crime, Law and Social Change, 32(2), 147-168.
11. Cammarota, J. (2004). The gendered and racialized pathways of Latina and Latino youth: Multiple struggles and different resistances in the urban school context. Anthropology and Education Quarterly, 35(1), 53-74.
12. Dinkes, R., Kemp, J., Baum, K., & Snyder, T. D. (2009). Indicators of school crime and safety: 2009. Washington, DC: US Departments of Education and Justice. Retrieved from http://nces. ed. gov/pubs2010/2010012. pdf.
13. Engel, R. S., & Silver, E. (2001). Policing mentally disordered suspects: A reexamination of the criminalization hypothesis. Criminology, 39(2), 225-252.
14. Espinoza, L., & Harris, A. P. (1997). Afterword: Embracing the tar baby: LatCrit theory and the stick mess of race. California Law Review, 85, 1585-1645.
15. Garcia-Reid, P. (2008). Understanding the effect of structural violence on the educational identities of Hispanic adolescents: A call for social justice. Children & Schools, 30(4), 235-241.
16. Giroux, H. A. (2003). Zero tolerance, domestic militarization, and the war against youth. Social Justice, 30(2), 59-65.
17. Glesne, C. (1998). Becoming qualitative researchers: An introduction (2nd ed.). New York: Addison Wesley Longman.
18. González, J. C. (2007). The ordinary-ness of institutional racism: The effect of history and law in the segregation and integration of Latinas/os in schools. American Education History Journal, 34(2), 331-345.
19. González, J. C., & Portillos, E. (2007). The under-education and over-criminalization of U. S. Latinas/os: A post-Los Angeles riots LatCrit analysis. Educational Studies, 42(3), 247-266.
20. Gutiérrez, D. G. (1995). Walls and mirrors: Mexican Americans, Mexican immigrants, and the politics of identity. Berkeley: University of California Press.
21. Hagan, J., Shedd, C., & Payne, M. R. (2005). Race, ethnicity, and youth perceptions of criminal injustice. American Sociological Review, 70(3), 381-407.
22. Insley, A. C. (2001). Suspending and expelling children from educational opportunity: Time to reevaluate zero tolerance policies. American University Law Review, 50(4), 1039-1074.
23. Jiwani, Y. (2005). Walking a tightrope: The many faces of violence in the lives of racialized immigrant girls and young women. Violence Against Women, 11(7), 846-875.
24. Johnson, J., Arumi, A. M., & Ott, A. (2006). Reality check 2006: How Black and Hispanic families rate their schools. New York: Education Insights at Public Agenda.
25. Johnson, K. R., & Martínez, G. A. (2000). Crossover dreams: The roots of LatCrit theory in Chicana/o studies activism and scholarship. Available: http://ssm. com/abstract=205210.
26. Katz, S. R. (1997). Presumed guilty: How schools criminalize Latino youth. Social Justice, 24(4), 77-95.
27. Katz, S. R. (1999). Teaching in tensions: Latino immigrant youth, their teachers, and the structures of schooling. Teachers College Record, 100(4), 809-840.
28. Krysan, M. (2002). Whites who say they'd flee: Who are they, and why would they leave? Demography, 39(4), 675-696.
29. Kupchik, A., & Ellis, N. (2008). School discipline and security: Fair for all students? Youth & Society, 39(4), 549-574.
30. Lipman, P. (2003). Chicago school policy: Regulating Black and Latino youth in the global city. Race, Ethnicity and Education, 6(4), 331-355. doi: 10. 1080/13613320320001463357.
31. Lopez, V. A., Roosa, M. W., Tein, J. Y., & Dinh, K. T. (2004). Accounting for Anglo-Hispanic differences in school misbehavior. Journal of Ethnicity in Criminal Justice, 2(1/2), 27-46.
32. Majors, Y. J. (2007). Narrations of cross-cultural encounters as interpretative frames for reading word and world. Discourse and Delinquency, 18(4), 479-505.
33. Melita, J. A. (1990). Perceptions of selected school personnel toward youth gangs in high schools, Broward County, FL. Unpublished doctoral dissertation, Florida Atlantic University.
34. Niemann, Y. F. (2002). Chicana leadership: The frontiers reader. Lincoln: University of Nebraska Press.
35. Peterson, R. D., & Krivo, L. J. (2009). Segregated spatial locations, race-ethnic composition, and neighborhood violent crime. The Annals of the American Academy of Political and Social Science, 623(1), 93-107. doi: 10. 1177/0002716208330490.
36. Rios, V. M. (2006). The hyper-criminalization of Black and Latino male youth in the era of mass incarceration. Souls, 8(2), 40-54. doi: 10. 1080/10999940600680457.
37. Rios, V. M. (2008). The racial politics of youth crime. Latino Studies, 6(1-2), 97-115.
38. Rios, V. M. (2010). Navigating the thin line between education and incarceration: An action research case study on gang-associated Latino youth. Journal of Education for Students Placed at Risk, 15(1), 200-212.
39. Roberts, S. D., Wilcox, P., May, D. C., & Clayton, R. R. (2007). My school or our school? The effects of individual versus shared school experiences on teacher perceptions of safety. Journal of School Violence, 6(4), 33-55.
40. Rodriguez, D. (2010). Storytelling in the field: Race, method, and the empowerment of Latina college students. Cultural Studies ↔Critical Methodologies,. doi: 10. 1177/1532708610365481.
41. Rodriguez, A. L., Guido-DiBrito, F., Torres, V., & Talbot, D. (2000). Latina college students: Issues and challenges for the 21st century. NASPA Journal, 37(3), 511-527.
42. Romero, M. (2006). Racial profiling and immigration law enforcement: Rounding up of usual suspects in the Latino community. Critical Sociology, 32(2-3), 447-473.
43. Saenz, V. B., & Ponjuan, L. (2009). The vanishing Latino male in higher education. Journal of Hispanic Higher Education, 8(1), 54-89. doi: 10. 1177/1538192708326995.
44. Sampson, E. E. (1993). Celebrating the other: A dialogic account of human nature. Boulder, CO: Westview.
45. Schwartz, A. J. (1989). Middle class educational values among Latino gang members in East Los Angeles County high schools. Urban Education, 24(3), 323-342.
46. Silverman, D. (1993). Interpreting qualitative data: Methods for analyzing talk, text and interaction. Thousand Oaks, CA: Sage.
47. Skiba, R., Reynolds, C. R., Graham, S., Sheras, P., Coloney, J. C., & Garcia-Vasquez, E. (2006). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. A report by the American Psychological Association Zero Tolerance Task Force. Washington, DC: American Psychological Association.
48. Snell, C., Bailey, C., Carona, A., & Mebane, D. (2002). School crime policy changes: The impact of recent highly-publicized school crimes. American Journal of Criminal Justice, 26(2), 269-285.
49. Solis, C., Portillos, E. L., & Brunson, R. K. (2009). Latino youths' experiences with and perceptions of involuntary police encounters. The Annals of the American Academy of Political and Social Science, 623(1), 39-51. doi: 10. 1177/0002716208330487.
50. Solórzano, D. G., & Delgado Bernal, D. (2001). Examining transformational resistance through a critical race and latcrit theory framework: Chicana and Chicano students in an urban context. Urban Education, 36(3), 308-342. doi: 10. 1177/0042085901363002.
51. Solórzano, D. G., & Yosso, T. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23-44.
52. Theriot, M. T. (2009). School resource officers and the criminalization of student behavior. Journal of Criminal Justice, 37(3), 280-287. doi: 10. 1016/j. jcrimjus. 2009. 04. 008.
53. Trueba, H. (1993). Castification in multicultural America. In H. Trueba, C. Rodriguez, Y. Zou, & J. Cintrón (Eds.), Healing multicultural America: Mexican immigrants rise to power in rural California (pp. 29-51). Washington, DC: Falmer Press.
54. United States Census Bureau. (2008). Current population survey. Washington, DC: US Census Bureau, Population Division.
55. Valdes, F. (1997). Foreword: Under construction, LatCrit consciousness, and theory. California Law Review, 85(5), 1087-1142.
56. Valdés, G. (1996). Con respeto: Bridging the distance between culturally diverse families: An ethnographic portrait. New York: Teachers College Press.
57. Vigil, D. (1988). Barrio gangs: Street life and identity in southern California. Austin: University of Texas Press.
58. Watts, I. E., & Erevelles, N. (2004). These deadly times: Reconceptualizing school violence by using critical race theory and disability studies. American Educational Research Journal, 41(2), 271-299.
59. Welch, K., & Payne, A. (2010). Racial threat and punitive school discipline. Social Problems, 57(1), 25-48.
60. Zatz, M. S. (1987). Chicano youth gangs and crime: The creation of a moral panic. Contemporary Crises, 11(2), 129-158.
61. Zatz, M. S., & Portillos, E. L. (2000). Voices from the barrio: Chicano/a gangs, families, and communities. Criminology, 38(2), 369-401.