2013 CALL FOR PAPERS SPECIAL THEME ISSUE
Latin@ Students and the School-Prison-Pipeline
Guest Editors: Lilia Bartolomé - University of Massachusetts Boston,
Donaldo Macedo - University of Massachusetts Boston, Victor Rios -
University of California Santa Barbara, and Anthony Peguero - Virginia
Tech
Please address questions to Victor M. Rios (vrios@soc.ucsb.edu ) and
Anthony Peguero (anthony.peguero@vt.edu ).
It is evident that youth who are disciplined at school can begin a
downward path toward academic and social exclusion, educational
failure, and economic depression. The conceptualization of the
school-to-prison pipeline has emerged from a number of research
studies that focused on the effects of the disproportionate punishment
of racial and ethnic minority students. Zero-tolerance school
discipline policies rose to prominence in the early 1990s, due to the
perception that crime in schools was an ever-increasing and unending
problem. It is estimated that over three million students are
suspended at some point during each school year. This rate is nearly
twice the annual number of suspensions that occurred in the 1970s.
Although literature on the school-to-prison pipeline has primarily
focused on the effect of school discipline, fewer studies have
broadened their research scope, especially for a rapidly growing
Latina/o youth population.
The consequences of the school-to-prison pipeline are serious for a
growing Latina/o youth population. It is argued that the
school-to-prison pipeline is an institutionalized mechanism of
discrimination that can perpetuate Latina/o inequalities the US. The
school-to-prison pipeline is marginalizing schools, communities, and
families by derailing the educational success and progress,
restricting and excluding Latina/o youth from the labor market, and
promoting the continuation of the historical sense of mistrust and
resentment toward authority, the criminal justice system, and all
forms of social control As the United States becomes increasingly
immersed in a global competitive market, addressing a school system
fraught with inequities, such as the school-to-prion pipeline, becomes
imperative. Insuring and improving educational achievement and
attainment of this nation's Latina/o youth is vital for the United
States' progress and growth.
We expect this call for papers to continue to build collective
knowledge and highlight the various ways that the school-to-prison
pipeline, in the broadest understanding, is related to and impacting
Latina/o youth. It is also our hope for this issue to provide a forum
for scholarship that addresses the urgency of addressing the
school-to-prison pipeline for Latina/o youth, families, and the
community. We welcome manuscripts that offer theoretical perspectives;
research findings; innovative methodologies; pedagogical reflections;
and implications associated with the schoolto- prison pipeline for
Latina/o youth. We propose and solicit more scholarly work on this
topic for this theme issue that include but not limited to:
• Parental arrest and incarceration;
• Teacher and administration discrimination; .
• Community segregation and marginalization; .
• Immigration; .
• School resource officers and securitization; .
• Law enforcement and deportation policies; .
• Drop out and/or graduation rates; .
• Juvenile incarceration
Submissions suitable for publication in this special issue include
empirical papers, theoretical/conceptual papers, essays, book reviews,
and poems. It is important to note that the special issue is
interested in the broader Latina/o experience and not solely focused
on the experiences of Mexican Americans (per the title of the
journal).
The selection of manuscripts will be conducted as follows:
1. Manuscripts will be judged on strength and relevance to the theme
of the special issue.
2. Manuscripts should not have been previously published in another
journal, nor should they be under consideration by another journal at
the time of submission.
3. Each manuscript will be subjected to a blind review by a panel of
reviewers with expertise in the area treated by the manuscript. Those
manuscripts recommended by the panel of experts will then be
considered by the AMAE guest editors and editorial board, which will
make the final selections.
Manuscripts should be submitted as follows:
1. Submit via email both a cover letter and copy of the manuscript in
Microsoft Word to Victor Rios (vrios@soc.ucsb.edu).
2. Cover letters should include name, title, short author bio, and
institutional affiliation; indicate the type of manuscript submitted
and the number of words, including references. Also, please indicate
how your manuscript addresses the call for papers.
3. Manuscripts should be no longer than 5000-6000 words (including
references). The standard format of the American Psychological
Association (APA) should be followed. All illustrations, charts, and
graphs should be included within the text. Manuscripts may also be
submitted in Spanish.
Deadline for submissions is April 15, 2013. Please address questions
to Victor M. Rios (vrios@soc.ucsb.edu ) and Anthony Peguero
(anthony.peguero@vt.edu ). This special issue is due to be published
in December 2013. Consequently, authors will be asked to address
revisions to their manuscripts during the summer months of 2013.
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