One of the most pressing issue in education is the school-to-prison pipeline.

America is often
regarded as one of the best countries in the world. However, we have some issues which prove
that we are far from the best. The fact that this idea of the school-to-prison pipeline even exists
in “the land of the free” is disturbing.
Racial conflict theory asserts that the school-to-prison pipeline is a direct result of
negative symbolic interactionism. According to Crash Course (2018), “…blacks are more likely
to be disciplined for minor classroom infractions.” “This leads to blacks being suspended at 3
times higher than that of whites.” (Crash Course, 2018) During a period of expulsion or
suspension, students are more likely to engage in criminal behavior. Thus, schools play an
essential role in keeping at-risk youth off the streets. Furthermore, racial conflict theory
illuminates the disservice that schools are inflicting upon minority students. According to Crash
Course (2018), tracking, disciplinary biases, and cultural bias on standardized tests are the main
factors leading to the school-to-prison pipeline.
Teachers can help affect this issue in several ways. The primary method of affecting this
issue is centered around symbolic interactionism. Symbolic interactionism posits that the
attitude of the teacher has major implications toward the academic and lifetime success of the
student. “Rosenthal and Jacobson (1968) demonstrated that lower or higher expectations held
about a child will ultimately prove to be correct, not, however, because of any insight into a child
but because through reinforcement of a label the child will come to accept that they are naughty,
stupid, bright or good.” (Murphy, 2008, pg. 127). Our belief in our students’ success lays the
foundation for their academic and future achievements.

References:

Crash Course. (2018, January 22). Schools social inequality: Crash course sociology #41. [Video
file]. Retrieved March 4, 2018, from

 Murphy, L., Mufti, E., & Kassem, D. (2008). Education: Who gets what? In Education Studies:
An Introduction. (pp. 115-125). McGraw-Hill. Retrieved March 3, 2018, from eBook Central
(accessed through LIRN)