Abstract
The carceral practices embedded in K-12 spaces contribute to whether or not individuals can reach higher education (e.g., community colleges, 4-year universities) and how higher education supports these populations in persistence and degree completion. Over the last few decades, education scholars have concentrated on justice-impacted populations’ unique needs and experiences in the postsecondary education pipeline. Too often, educational researchers have posited that no previous scholarship is available to help contextualize how justice-impacted individuals navigate their educational journeys and how those journeys are affected by school discipline and criminal judgments. This chapter applies criminal justice scholarship to help inform higher education scholars’ efforts to understand how carceral practices hinder educational opportunities for specific populations. We highlight promising practices in various settings to suggest how educational opportunities can expand. We explore the following topics relevant to the school-to-prison nexus: K-12 school discipline (e.g., suspension and expulsion), alternative schools, and prison higher education programs. In doing so, we seek to understand how these discipline systems create structural barriers to accessing and persisting in higher education. Additionally, bridging criminal justice scholarship into higher education works in tandem with efforts to identify supports and structures that widen opportunities for justice-impacted populations.
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Huerta, A.H., Lopez, E.F., Salazar, M.E., Torres, G., Munoz, M.Y. (2023). Bridging Criminal Justice Scholarship into the Field of Higher Education: Implications for Research, Practice, and Policy. In: Perna, L.W. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 38. Springer, Cham. https://doi.org/10.1007/978-3-030-94844-3_9-1
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