Love, guidance, and parental relationships : protective factors and barriers identified by youth living the school-to-prison pipeline

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dc.contributor.advisorValenzuela, Angela
dc.contributor.advisorSomers, Patricia (Patricia A.)
dc.contributor.committeeMemberGreen, Terrance L.
dc.contributor.committeeMemberCrosnoe, Robert
dc.contributor.committeeMemberDavis, King E.
dc.creatorHermosura, Lorna Mae N.
dc.date.accessioned2022-08-22T22:14:30Z
dc.date.available2022-08-22T22:14:30Z
dc.date.created2019-05
dc.date.issued2019-05
dc.date.submittedMay 2019
dc.date.updated2022-08-22T22:14:31Z
dc.description.abstractStudies on risk and protective factors for juvenile incarceration rarely include the perspectives of youth who are directly effected. This research is an analysis of 325 essays written by youth who are living the school-to-prison pipeline. Of the participants (ages 13 to 17), nearly half (46%) were incarcerated, 11% were "inside the pipeline," as they were truant or known by the police, and the remaining 43% were identified as "at-risk" due to their location in a high crime neighborhood or their voluntarily attendance at an alternative high school. The youth essays were in response to the prompt known as the IF Question: If there was something that someone could have said or done to help you, what would it be? Data were collected during structured workshops facilitated by trained workshop facilitators from The IF Project, who were also formerly incarcerated. The essays yielded 614 coded excerpts revealing risk and protective factors identified by youth living the school-to-prison pipeline while highlighting their high level of self-awareness. Despite some variance between the three groups, the overall findings reveal that youth most frequently identified love followed by guidance as protective factors. Youth also identified difficult life circumstances as barriers to their progress with parental relationships being the most frequent barrier cited across all three groups of youth within the sample. Implications and recommendations for those working to intervene or prevent juvenile incarceration include: ensuring intentionality regarding the quality of interaction between staff and participants; increasing opportunities for youth to build internal resources such as self-esteem and coping skills; preparing youth for independence and self-sufficiency given their difficult life circumstances; ensuring those who are truant and otherwise inside the pipeline have access to academic supports; and providing bias training to decision-makers that provide a historical context for the persistent state of disproportionate social outcomes among people of color and those from impoverished backgrounds.
dc.description.departmentEducational Leadership and Policy
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/2152/115317
dc.identifier.urihttp://dx.doi.org/10.26153/tsw/42218
dc.language.isoen
dc.subjectSchool-to-prison pipeline
dc.subjectJuvenile incarceration
dc.subjectProtective factors
dc.subjectRisk factors
dc.subjectLove
dc.subjectGuidance
dc.subjectParental relationships
dc.subjectYouth voice
dc.titleLove, guidance, and parental relationships : protective factors and barriers identified by youth living the school-to-prison pipeline
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentEducational Leadership and Policy
thesis.degree.disciplineEducational Leadership and Policy
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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