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Unequal City Zine Two

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December 17, 2022

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Unequal City Zine Two

Introduction to Sociological Context

At first, specialists had decades of experience educating basic sociology to millions of

learners from various cultures and walks of life in university and college classes; they had gained

extensive knowledge about just what succeeds and what won't go away whenever it relates to

making sociological context fascinating and effective. In their work "The Real World," Ferris &

Stein (2018) encourage learners to think sociologically by using cases from ordinary life and

popular culture to highlight the importance of sociology to their connections, careers, as well as

future aspirations. The zine likewise comprises of discussion on suggested sociologically

informed, systemic or/and institutional level policy named Schooling policy which emphasize on

transformations that school institutions as well as administration systems require to formulate

and which can develop security in school institutions whilst ending up the carceral scale which

Carl Shedd discussed in the text book as well as school to jail pipeline journey that Marc and

Kind as sociologists highlight. In last, the zine will discuss and present a playlist of minimum 5

songs arranged across the key concepts of chapters of Unequal City (Carla Lynette-Marie Shedd,

2015).

Chapter 1

How teenagers' views concerning themselves along with the greater social environment

are molded by their everyday contacts with those around, notably as they commute to and from

school, is indeed a topic that is extensively covered in the book "Unequal City". In order to show

how Chicago adolescents' views of social as well as criminal unfairness are divided by race as

well as entrenched in location, this book studies Chicago teenagers' encounters inside and transit
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across allegedly free however genuinely punishing areas including urban campuses as well as

neighbourhoods (Carla Lynette-Marie Shedd, 2015).

The history of racial and economic segregation, prejudice, and misery in Chicago is what

gives the city's streets and neighbourhoods their unique character. Racial stratification-related

disparities in assets and opportunity predominate in its main social structures, more noticeably in

its government schools (Carla Lynette-Marie Shedd, 2015). Teenagers, in fact, must navigate

physical and social landscape that has the capacity to profoundly affect both their short-term

experiences and long-term impressions. The public education system in Chicago demands

students to understand its "landscape of promise," much like every other metropolitan school

system (Carla Lynette-Marie Shedd, 2015).

Especially their views of and interactions with authority figures throughout many various

social situations, urban higher education institutions play a significant influence in either
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enhancing or even further strengthening teenagers' racially diverse social environments. The trips

that tens of thousands of teenagers make every day as they travel from home to class and return

influence a large portion of the plot in the chapter (Carla Lynette-Marie Shedd, 2015).

It is an important tale about racism, geography, schooling, as well as the growth of the

criminal state. The social-psychological, education reform, as well as urban policy elements of

this investigation are evident, and the conclusions are crucial because teenagers' views influence

their judgement, actions, and results. The detailed explanation as well as study of students'

socialization to the legal system as well as the engagement of their many orientations (ethnicity,

race, sexuality, class, as well as gender) show the variations in how teenagers negotiate the

unequal and opportunity-rich metropolitan environments (Carla Lynette-Marie Shedd, 2015).

Chapter 2

Adolescent individuals are required to travel around their homes and schools on a daily

basis (and occasionally work and play). They do so while being observed by officials, families,

as well as peers—sometimes attentively, not always. Urban American teenagers' lives are largely

shaped by these excursions, if they are risk-free or not (Carla Lynette-Marie Shedd, 2015).

The chapter analyses the key data and statistics on the attitudes and way of life of today's

teenagers. It examines teens as a whole, as well as their households, schools, as well as societies.

Creating the framework for a Safe Passage Campaign requires an awareness of the social milieu

wherein young adults are being raised, which is changing quickly. College students should be

assisted in overcoming the obstacles they encounter as a result of their upbringing and identity as

part of a Safe Passage approach (Carla Lynette-Marie Shedd, 2015).

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From the fifties interoperability hardships, thru the tumultuous 1960s, the White flight of

the mid-1990s, and up to the current time, if folks look at the safeguards traditionally deemed

necessary to offer safe passage to school, we find that only the racial identity and maturity level

of those attempting to make these paths risky have altered. Black children were shielded from

racialist crowds throughout the most intense struggles for school integration by National

Guardsmen; today, municipal authorities shield Black pupils from each other. This alteration

hides a more significant change: during the early nineties, when violent criminality peaked in big

cities across the country, law enforcement officers as well as other community control measures

have taken centre stage in urban schools (Carla Lynette-Marie Shedd, 2015).

The Safe Ways to School programme encourages students to run and bike to school by

enhancing the facilities, enforcing the rules, providing resources, providing safety instruction,

and offering rewards. 10% to 14% of all rush-hour morning automobile journeys nationwide are

to and from schools. Programs from SRTS increase kids' standards of protection as well as

physical exercise. A transportation department, an urban planning agency, a local authority, a

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board of education, or indeed a school can adopt SRTS programmes (Carla Lynette-Marie

Shedd, 2015).

Chapter 3

In diverse geographical and temporal situations, injustices take on many shapes.

Although they seem separate on the surface, they are essentially connected and overlap one

another. Racism takes priority. For pupils to succeed, the learning environment must be

compassionate, secure, as well as gender inclusive. School heads need to be aware of both

gender representation and gender inequity in the classroom. The safety of all pupils, including

transgender and gender non-binary ones, is their primary priority. For instance, homosexuality is

a severe safety concern that affects those who are queer, homosexual, transgender,

bisexual, and/or who identify as such. Bullying has gotten much more intricate and difficult to

see since it can now be done online, giving abusers a false sense of anonymity and making them

feel less responsible for their acts (Carla Lynette-Marie Shedd, 2015).

Social inequities seem to be worsened by the difficulties of special schooling. The

public's interest in discussions about education attainment as well as opportunity for children in
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special schooling appears to have diminished as the responsibility drive that demands

accomplishment and success has gained traction. Exclusions based on race, class, disability, and

sexual orientation do not mainly function through interactions with other people. At the systemic

and institutional levels, they are firmly entrenched (Carla Lynette-Marie Shedd, 2015).

With regard to their social position, including race or ethnicity, class, sexuality,

capability, theology, sexual preference, as well as other current political and socioeconomic

categories, problems of injustice are prevalent among pupils of variety. Tilden Collegiate

Development Academy comes in second in regards to resources as well as race based uniformity.

Although the majority of the pupils at Tilden are Hispanic as well as African American, there are

clear racial, cultural, as well as linguistic differences among them. If or not pupils choose to

pursue Tilden frequently determines how they view systemic racism and where they fit within

the racial-spatial spectrum. African American pupils in the research opted for Tilden since they

believed there were more chances there than at the nearby public schools. Contrarily, a large

number of Hispanic kids I spoke with attended Tilden as it was the obvious option in their

community. For its Hispanic, White, as well as the Asian American kids, Tilden is merely the

default school or possibly even just a resign immediately on the racial-spatial gap, whereas for its

African American pupils, it is a definite upgrade. The authors in the chapter in Unequal City

presents pictorially in fig. 1 below the social and racial separation and opportunity and resources

at the “4 Chicago high school institutions” (Carla Lynette-Marie Shedd, 2015).

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Fig. 1 (Carla Lynette-Marie Shedd, 2015).

Chapter 4

In comparison to their antecedents, modern urban adolescents are subjected to contact

with the police more often as well as at young adulthood. The significant likelihood of police

contact for young people who must navigate these areas can lead to annoyance alienation, and

misbehavior. This chapter investigates how young people perceive the security and police

personnel who are present in their classes and halls. It considers how learners realize their

regular interactions with pat downs, metal scanners, as well as law enforcement. Pupils' views on

who the police "protect and defend" shift as an increasing number of acts of "youthful
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appearance" become crimes. The chapter explains how implementing a ubiquitous carceral

system in campuses for protection has unforeseen repercussions for young people's perceptions

about criminal unfairness.

From a national population of over 70 million American residents who were 18 or less,

U.S. agencies of law enforcement arrested around 1.5 million people under the age of 18 in

year 2011. Detentions of children have decreased. In formal interactions between minors and the

court system, there are still racial and gender inequities. Even though they make up just 17% of

the populace, Black adolescents were responsible for over half (51%) of all young arrests for

violent offences in 2011. They discovered that instead of allowing them to feel safe, several

pupils "grumble about overbearing security officers who exacerbate fights."

Additionally, more children are being detained or reported to the judiciary for offences

that were previously managed by school staff as a consequence of the presence of law

enforcement officers on local schools. At schools, learners must not only feel completely safe

however also be protected. Rather than coming up with solutions that might tackle the root
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causes of "unacceptable" and "disrupting" conduct, school officials frequently use "get tough"

measures, such as boosting and police in institutions. The presence of security personnel, law

enforcement, and high-tech tools in schools gives the sense that these places are completely out

of reach.

Chapter 5

The chapter primarily highlights that disparate sentiments regarding police are not

arbitrary; instead, they are influenced by variables related to ethnicity, gender, class, as well as a

mix of neighborhood and school characteristics. Regarding the presence and tactics of law

enforcement officers in their home areas, pupils' views of policing as well as surveillance from

within their institutions are strongly tied to those ideas (Carla Lynette-Marie Shedd, 2015).

Consideration should be given to how young people are treated and how they reconcile

their perspectives, especially with judicial authorities, outside of the classroom in order to

understand the chronological, experiential, as well as geographic aspects of the connection

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among racial group, sexual identity, age, as well as criminal penalties (Carla Lynette-Marie

Shedd, 2015).

Throughout interactions with civilians, police have significant coercive authority that can

range from oral to violent. By virtue of the power embodied in their authorized clothing as well

as insignia, police are given metaphorical wealth. Pupils' assessments of police response to their

requests for assistance as well as the regularity of patrol officers are significantly influenced by

the community setting. The bulk of Harper's pupils, the bulk of whom reside within 2 miles of

the South Side institution, hold the opinion that most, albeit not all, law enforcement officers

care little about their community. They are especially dissatisfied with how police carry out the

"guard" portion of their "service and defend" responsibilities. Despite their Harper counterparts,

pupils at Tilden as well as Lincoln Park separate their school-based ratings from their diverse

housing neighborhood-based views of law enforcement agencies. They provide a combination of

negative and positive evaluations of police force (Carla Lynette-Marie Shedd, 2015).

In contrast to communities that are primarily Hispanic or Black John in the chapter thinks

that police would react to crimes in largely White neighborhoods on the Northwest Side more

promptly. According to Hunter and several other pupils, the police's slow reaction to problems in

his area is proof that they don't give a damn about him, others such as him, or even about the

neighborhoods they live in. Compared to their classmates who traverse lesser distances,

adolescents who move more along the racial-spatial difference have "extended perspectives," or

larger frames of comparison. They are far more sensitive to injustice, especially if there are

significant differences between their school and community environments in terms of ethnic

makeup, service delivery, enforcement methods, etc. (Carla Lynette-Marie Shedd, 2015).

Chapter 6
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Race and ethnicity, crime, youth, as well as the law all interact on a daily basis, yet this

interaction is rarely critically examined. In this chapter, I explore how young people's views of

societal as well as judicial injustice are influenced by both race and geography. The stories and

perspectives of the young people from Chicago are offered here as a powerful reminder that the

definition of "justice" has to be expanded. Schools and the everyday routes made by children to

get there have an impact on how the youngsters learn about it and perceive equality, therefore

researchers must widen their narrow emphasis on courts, jails, as well as police to connect

schools with these punishing entities (Carla Lynette-Marie Shedd, 2015).

Institutional-level Policy: School Policing

This section exemplifies the sociological institution-level policy practices notably the

policies and procedures of SPOs (School Police Officers) and demonstrate the connection amid

the SPOs as well as aggravated racial differences in justice engagement and youngsters being

dragged so in-depth into systems managing criminal justice. Law police involvement in schools

has always been a contentious topic. Government dollars for additional police in schools—often

known to as "School Resource Officers" or "School Police Officers"—was spurred by elevated

school massacres and worries about the growing rates of juvenile violence throughout the 1990s.

SPO proponents contend that having police officers on campus helps to prevent significant

crimes even while facilitating a quicker reaction in the event that any possibly illegal activity

takes place in school (Carla Lynette-Marie Shedd, 2015).

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The school-to-prison conduit is fueled by SPOs, which have been connected to an

upsurge in prosecutions for juvenile, non-criminal conduct. It is essential to remember that the

SPO involvement is noticeably more prevalent at schools with larger proportions of Black or

Latino students. SPOs are routinely granted the power to take action when non-criminal school

regulations are disobeyed, drawing attention to the worrying and constantly expanding scope of

the legal system. SPO existence frequently leads to overall tougher penalties and more arrests for

adolescents by focusing primarily on law policing strategies, like prosecutions, instead of

teaching as well as mentorship programmes which can function as preventative remedies against

rule-breaking at school for non-criminal conduct of youth (Carla Lynette-Marie Shedd, 2015).

The involvement of police officers in American school institutions at a time when

juvenile crime is quickly dropping diverts funds from preventative and assistance programs,

raises the possibility of further involvement with the criminal system, and exasperates racial

inequities already present. Despite being marketed as a type of police accountability, legal

policing in schools actually leads to more punishing actions rather than establishing a secure

educational environment through fostering connections and trust (Carla Lynette-Marie Shedd,

2015).
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Playlist of Songs revolving around concepts of racism, injustice perception and schools

The following list of five selected songs has a specific representation lyric which links to the

concepts we discovered and gone through in the “Unequal City” book related to racism, schools

and perception on unfairness and injustice. For example,

Song 1: “Black White”

“Black and white here has united We're here to show you how we've been delighted Black and

white here has united Building this community of sound”

Artist name: Asian Dub Foundation

Genre:

Year the song was released: 1998

Song 2: “America”

“You found bodies to serve Submit and degrade while you were conquering America Made us

soldiers and junkies Prisoners and slaves”

Artist name: Tracy Chapman

Genre:

Year the song was released: 2005

Song 3: “Avenues & Alleyways”

“Actions could erase all the fear that we suffer People segregated, no one understands each

other He's a different color but we're the same kin I'll treat him like my brother, he'll treat me

like his”
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Artist name: Rancid

Genre:

Year the song was released: 1995

Song 4: “Europe is lost”

The wrongs of our past have resurfaced Despite all we did to vanquish the traces My very

language is tainted With all that we stole to replace it with this”

Artist name: Kate Tempest

Genre:

Year the song was released: 2016

Song 5: “Slave Driver”

“Every time I hear the crack of a whip My blood runs cold I remember on the slave ship How

they brutalize the very souls”

Artist name: Bob Marley

Genre:

Year the song was released: 1973

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References

Carla Lynette-Marie Shedd. (2015). Unequal city : race, schools, and perceptions of injustice.

Russell Sage Foundation.