Disabling Juvenile Justice: Engaging the Stories of Incarcerated Young Women of Color with Disabilities

Autor/in	Annamma, Subini Ancy
Titel	Disabling Juvenile Justice: Engaging the Stories of Incarcerated Young Women of Color with Disabilities
Quelle	In: Remedial and Special Education, 35 (2014) 5, S.313-324 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932514526785
Schlagwörter	Institutionalized Persons; Juvenile Justice; Delinquency; Correctional Institutions; Females; Minority Groups; Disabilities; Disproportionate Representation; Qualitative Research; Emotional Disturbances; Interviews; Observation; Influences; Racial Bias; Racial Factors; Cultural Influences; Educational Quality; Socialization; Discipline; Gender Bias; Disability Discrimination; Poverty; African Americans; Hispanic Americans; American Indians; Phenomenology; Coding; Attitude Measures; Special Education; Social Bias + Suchen Sie Ihr Suchwort? Jugendgerichtshilfe; Kriminalität; Jugendstrafvollzug; Weibliches Geschlecht; Ethnische Minderheit; Handicap; Behinderung; Qualitative Forschung; Gefühlsstörung; Interviewing; Interviewtechnik; Beobachtung; Influence; Einfluss; Einflussfaktor; Racial discrimination; Rassismus; Cultural influence; Kultureinfluss; Quality of education; Bildungsqualität; Socialisation; Sozialisation; Disziplin; Geschlechterstereotyp; Armut; Afroamerikaner; Hispanic; Hispanoamerikaner; American Indian; Indianer; Phenomenological psychology; Phänomenologie; Psychologie; Codierung; Programmierung; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	One of the field's most enduring problems is the overrepresentation of students of color in special education. A less acknowledged challenge is the overrepresentation of students with disabilities in juvenile incarceration. Quantitative studies have documented the overrepresentation of students with disabilities in juvenile justice. Yet, little is known about the education they receive once they become incarcerated. This qualitative study examined the education of 10 young women of color labeled with emotional disabilities in the School-to-Prison Pipeline. Through in-depth interviews and observations, this study explored the following questions: (a) What processes and practices impact juvenile incarceration education for students with historically marginalized identities (e.g., disability, gender, race, culture)? (b) How is the education of young women of color with disabilities affected by these processes and practices? Findings illustrate how socializing processes and practices aimed at control and compliance constrain education in juvenile justice but also provide an opportunity to do better. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10