Quick to punish: An examination of the school to prison pipeline for marginalized youth
Bibliographic record
Abstract
This article examines the complex relationship between education and the criminal justice system for marginalized and racialized youth. Drawing from interviews with marginalized youth and relevant professionals in Toronto, the perceptions and experience of governance is explored. A theme from these interviews were the punitive and disciplinary strategies, resulting in the perception that there is a distinct absence of support for marginalized youth. Raising concerns about the multiple and increased connections between schools and prisons, we examine how public schools are losing their ground, as safe havens for the most marginalized youth. Resume Cet article examine la relation complexe qui existe entre l’education et le systeme de justice criminelle pour les jeunes marginalises et racializes. Les perceptions et les experiences de gouvernances des jeunes marginalises et de professionnel concernes, tirees d’entrevues a Toronto, sont explorees. Un theme emergeant de ces entrevues est le caractere punitif des strategies disciplinaires, resultant en une perception d’un manque distinctif de soutien envers les jeunes marginalises. Ceci souleve des inquietudes a propos des multiples, et de l’augmentation de, connections entre les ecoles et les prisons, et finalement nous examinons comment les ecoles publiques perdent pied en tant qu’abri sur pour les jeunes les plus marginalises. Mots-Clefs : Education; discipline scolaire; systeme de justice criminelle; racisme
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".