Studies Confirm the Dehumanization of Black Children and the ‘Preschool-to-Prison Pipeline’
Posted on Apr 3, 2014
Although it is clear that negative behaviors were magnified through “race-colored glasses,” according to Yates, her study of children engaged in pretend play found that “there is also potentially a systematic devaluing of positive attributes among black children.” This made her concerned about how “very early on, some kids are being educated towards innovation and leadership and others may be educated towards more menial or concrete social positions.”
Reflecting on the 2001 book “Bad Boys” and how little seems to have changed since then, Yates affirmed that author Ferguson’s assertion that black children are given a “hidden curriculum” is still true now. She told me, “Our data suggests that that hidden curriculum may be persisting today and that it’s starting much earlier than we ever could have anticipated.” She noted her deep concern that “we’re actually reproducing inequality generation after generation.”
When I asked her to comment on the Goff study showing police estimates of black children as older than they are, Yates agreed that it appears as though “the same objective data are being interpreted differently as a function of race.” Ferguson also apparently noted this trend, calling it an “adultification” of black boys. Yates recounted an example from Ferguson’s work in which “when a white student fails to return their library book, they’re seen as forgetful and when a black student fails to return a library book, terms like ‘thief’ or ‘looter’ were used.”
Studies such as these consistently show that African-Americans have the deck stacked against them starting in early childhood through adulthood. Taken together, they make a strong case for the existence of a “preschool-to-prison” pipeline and the systematic dehumanization that black children face in American society.
Square, Site wide
Daily Beast staff writer Jamelle Bouie, writing about black preschoolers being disproportionately suspended, provocatively asked, “Are Black Students Unruly? Or is America Just Racist?” Yates gave me the obvious answer saying, “We know that [discrimination] exists. It’s the most parsimonious explanation for these kinds of persistent inequalities.”
But perhaps there is also an element of justifiable unruliness involved. Yates offered that “black children—rightfully so—are more likely to disengage from their educational milieus and potentially rebel against them because these systems are at best failing to support them, and at worst channeling them into this pipeline towards negative ends.”
She indicted American society as a whole, saying, “Our educational system, our economic system, our judicial system, all of these are converging to reproduce these kinds of inequalities and perpetuate the criminalization of blacks in our culture.”
Although Attorney General Eric Holder’s push to reform mandatory minimum sentences that disproportionately incarcerate African-Americans is indeed laudable, strong action is needed now to address the early childhood barriers facing black kids. The preschool-to-prison pipeline needs to be dismantled from its starting point rather than simply its endpoint.
Ultimately, “change,” Yates said, “is really going to require effort at all levels such as individual teachers, superintendents, police officers, attorneys general and even in the media.”
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