User talk:Hip matter

Your submission at Articles for creation: sandbox (September 18)

Your recent article submission to Articles for Creation has been reviewed! Unfortunately, it has not been accepted at this time. The reasons left by Praxidicae were: Please check the submission for any additional comments left by the reviewer. You are encouraged to edit the submission to address the issues raised and resubmit when they have been resolved.

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Praxidicae (talk) 21:12, 18 September 2019 (UTC)

Hello, Hip matter! Having an article declined at Articles for Creation can be disappointing. If you are wondering why your article submission was declined, please post a question at the Articles for creation help desk. If you have any other questions about your editing experience, we'd love to help you at the Teahouse, a friendly space on Wikipedia where experienced editors lend a hand to help new editors like yourself! See you there! Praxidicae (talk) 21:12, 18 September 2019 (UTC)

Review this re-post

I published this article to Wikipedia, but it was rejected to which I've done some revisions and now need a pair of eyes for opinions.

African American Girls and School Discipline Disparities: A State-Sanctioned Violence

Wallace Suku August 2, 2017

Background

School discipline entrenched in policies and practices have caused minorities disproportional suspensions and expulsions. Racial stereotype and gender bias rendered African Americans girls the most affected population. Nathern S. Okilwa and Catherine Robert, “School Discipline Disparity: Converging Efforts for Better Student Outcomes,” wrote that black boys and girls are overly represented at school discipline referrals, which largely results to suspensions. There is so much attention given to African American males, as a result of programs like My Brother's Keeper Initiative, Black Male Initiative, Black Lives Matter recent protests, that African American females are being overlooked and underrepresented. School Disciplinary Actions first started as a way to rehabilitate students whose behavior exhibited outside of the norm, however, as time went by, harsh punitive paradigm began to replace offenses that required a trip to the principal’s office to students taking trips to prison cells.

Introduction

There is an epidemic going on with young African American schoolgirls regarding the tolerance of state-sanctioned violence such as the way disciplined occurs in schools, which is causing an alarm. But what is truly the cause of it? And why African American girls? Although society has come a long way from the days of Ruby Bridges, many Americans believe that history is just repeating itself and that state-sanctioned violence against black females has always been part of the legal system. Ruby Bridges was the first black child to attend an all-white elementary school, William Frantz Elementary School in Louisiana during the 1960s New Orleans desegregation crisis. The way that the system has been designed has negatively impact black girls regarding how the use of Zero-tolerance policy, the Dropout Crisis, and the School-to-Prison Pipeline. According to Google’s definition, State-sanctioned Violence "violence committed by an official state, military or sponsored by a sovereign government outside of the context of a declared war, which targets civilians.” With this definition, one would ask, what is the purpose of these acts towards young and underaged black girls? The answer lies in the value placed in American children. All children should be treated alike, and all children deserve the state’s protection. As illustrated in the world today, no one child is immune to violence. Violence in the home, if left unchecked earlier, leads to what's happening in schools today. No one child deserves to go to prison for minor offenses, while the other gets a slap to the wrist when officials know that is that child who gets the slap on the wrist is the child who has the real problems that are fatal (Mass Shooting) to society. Zero Tolerance Policy This policy was introduced in the late 1980s and was driven due to the increase in juvenile crimes and arrests. During this period, “young people were increasingly seen as dangerous. Feeling pressured to act, Congress applied the rhetoric and intention of tough-on-crime laws to the school environment and passed the Gun-Free Schools Act in 1994” (Kang-Brown et al. 1). To qualify for the federal education funds, states were compelled to pass a law requiring that all local school districts are to expel any student (for a minimum of one year), who brings a weapon to school. Although the juvenile crime rate in 1994 was at its peak, it gradually declined over the next decade; however, the idea that young people are still feared ruminate in the minds of Americans (Losinski et al., 2014). The massacre in 1999 at Columbine High School, also contributed to the fear of adolescents and propelled the use and terms of the zero-tolerance policy. As a result of this, many students have been suspended or expelled because of the zero-tolerance policies that are put in place by schools. The Zero-tolerance policies were initially a response to major infractions, such as possession of a weapon on school grounds or assault against a student or school faculty. However, over the years, zero-tolerance policies began including less severe infractions, and as a result, the number of mandatory suspensions and expulsions has skyrocketed. This policy is regularly used to discipline black female students for any number of behaviors ranging from rolling of eyes to fights. “With these drastic actions based on faculty judgment not having a standard guideline defining the punishment and the action, however, raised concerns of substitution of corporal punishment. Critics of zero-tolerance policies point out that not only do these policies unjustifiably target girls of color, but they also don’t teach corrective behaviors (George, 2014).

Drop Out Crisis

Children who are suspended or expelled are much more likely to fall behind on academics, exposed to being suspended again, compelled to repeat a grade or drop out of school altogether. Furthermore, girls “who are not in school may also use their abundance of downtime to engage in further negative behaviors and acts of delinquency.” Considering this, the opportunity for explicit and implicit bias to manifest itself in such an environment is great. Also, taking school discipline into account, race, and gender stereotypes purposely incriminate African American youth placing emphasis on the perceived innate behavioral deficiencies for correction in social spaces. School discipline shows just how a stereotype can harm the educational environment because broad discretion is generally given to authority leaving little room for justification. “The exercise of broad discretion infused with race and gender bias results in a discipline that disproportionately impacts African American students,” particularly girls (George, 2014). Statistics also divulged that the relegation of Black girls from school includes more than just suspensions. School to Prison Pipeline Livingston, Eve, “The state is an enabler of sexual violence so what hope for the victims,” wrote that when a state does nothing to curb the circumstances surrounding violence committed against its citizens, such state is a facilitator of violence. Such is the case involving African American girls. African American girls have been kept out of schools and send to prisons for minor offenses. These events perpetuate because of the state's support of such violence, which is protected by policies. For example, instead of creating policies to curb or prevent the School to Prison Pipeline, states support policies like the Zero Tolerance Policy and the Dropout Crisis policy. Evidence of state-sanctioned violence Suspension and expulsion are tied to short- and long-term consequences. According to the Office for Civil Rights (OCR) data, 31 percent of black girls nationwide are referred to law enforcement and about 43 percent of girls have experienced a school-related arrest. This study finds that black students are more likely to be disciplined for nonviolent transgressions. Findings showed that black girls are disciplined for behaviors like disruption, defiance, profanity, and fighting. “Many of these infractions are subjective, and the violation is determined by the opinions of schoolteachers and administrators” (Wun, 2014).

Conclusion

America was built on structural injustice and inequality and we can no longer afford to leave girls of color at the margins of our concerns when it comes to school discipline, the school-to-prison pipeline, the achievement gap, the dropout crisis, and many other issues as a result of disregarding black females. Develop programs, policies, and do research to find means for interventions to be a priority. As a nation, lawmakers must develop legislation so that existing opportunities ensure the inclusion and safety of girls of color. Finally, develop protocols to ensure that school personnel enforces all students’ rights to learn in an environment free of harassment and bullying.”

References

Annamma, Subini Ancy, Yolanda Anyon, Nicole M. Joseph, Jordan Farrar, Eldridge Greer, Barbara Downing, and John Simmons. "Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied." Urban Education. Urban Education, 20 May 2016. Web. 16 July 2017. Ap. "Black Students More Likely to Be Suspended - Even in Preschool." CBS News. CBS Interactive, 21 Mar. 2014. Web. 17 July 2017. Bates, Karen Grigsby. "Study: Black Girls Are Being Pushed Out of School." NPR. NPR, 13 Feb. 2015. Web. 17 July 2017. George, Janel A. “Stereotype and School Pushout: Race, Gender, and Discipline Disparities, Arkansas Law Review, 1 March 2015, 1 August 2017 Livingston, Eve. “The state is an enabler of sexual violence. So, what hope for the victims?” thegardian.com, The Guardian, 2 December 2016, 17, July 2017 Losinski, Mickey et al. (2014) Weapons in schools and the zero-tolerance policy, National Associations of Secondary Schools Principals, NASSP Bulletin, Reston VA, Vol. 98, Iss. 2, 9/18/2019 McClain, Dani. (2015) This Is How Black Girls End Up in the School-To-Prison Pipeline. The Nation. N.p., 29 June 2015. Web. 17 July 2017. McMurrey, (2014) Willful ignorance? The drop-out crisis and the United States public Education policy, Journal of At-Risk Issues, 09/18/2019 Mendez, Xhercis. "Which Black Lives Matter? Gender, State-Sanctioned Violence, and " l Brother's Keeper "." Academia.edu. N.p., n.d. Web. 17 July 2017. Morris, Monique W. "Black Girls, and School Discipline: What's Going On?" EBONY. Ebony, 04 Aug. 2016. Web. 17 July 2017. "Stopping School Pushout for Girls of Color." NWLC. National Women's Law Center, n.d. Web. 17 July 2017. Williams Crenshaw, Kimberlé. "Black Girls Matter: Pushed Out, Overpoliced, and Underprotected." (n.d.): n. Pag. AAPF. Web. Wun, Connie. "Unaccounted Foundations: Black Girls, Anti-Black Racism, and Punishment in Schools." Unaccounted Foundations: Black Girls, Anti-Black Racism, and Punishment in Schools (2014): n. Pag. Usprisonculture. Us prison culture, 2014. Web.

Hip matter (talk) 08:07, 10 May 2020 (UTC)

Your draft article, User:Hip matter/sandbox

Hello, Hip matter. It has been over six months since you last edited the Articles for Creation submission or Draft page you started, "sandbox".

In accordance with our policy that Wikipedia is not for the indefinite hosting of material deemed unsuitable for the encyclopedia mainspace, the draft has been nominated for deletion. If you plan on working on it further, or editing it to address the issues raised if it was declined, simply and remove the {{db-afc}}, {{db-draft}}, or {{db-g13}} code.

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Thank you for your submission to Wikipedia! CptViraj (📧) 05:03, 27 March 2020 (UTC)

Your thread has been archived

Hi Hip matter! The thread you created at the Wikipedia:Teahouse, Review this re-post, has been archived because there was no discussion for a few days. You can still find the archived discussion here. If you have any additional questions that weren't answered then, please feel free to . The archival was done by Lowercase sigmabot III, and this notification was delivered by Muninnbot, both automated accounts. You can opt out of future notifications by placing {{bots|deny=Muninnbot}} here on your user talk page. Muninnbot (talk) 19:03, 23 May 2020 (UTC)