Testing and Disciplining Young Men of Color in Urban Public Schools

Brian Cabral, Oberlin CollegeFollow

Location

King Building 127

Document Type

Presentation

Start Date

4-27-2018 2:00 PM

End Date

4-27-2018 3:20 PM

Abstract

This study begins by locating the development of Social Justice High School (SOJO) in Chicago and examining the educational experiences of young Mexican and Mexican American men. Through scholarship by education policy and reform scholars that talk about issues of neoliberal practices and school policies in the Chicago Public School (CPS) network, an analysis of the implementation efforts of policies that focus on standardized testing and discipline at SOJO are examined. This research analyzes the student experience and development of these young men using the conceptual framework of socialization and social control. The top-down implementation of standardized testing and discipline fails to enhance the overall learning of the participants. Their experiences are unique, but reinforce similar results that other education scholars have found about the educational experiences of young men of color. Thus, this study contributes to the existing scholarship on urban public high schools and their influence on young men of color, specifically through the lens of achievement, resistance, and policy.

Keywords:

education policy, young men of color, Chicago politics

Notes

FEATURED PRESENTATION
Session IV, Panel 13 - Marginalized | Education
Moderator: Gina Pérez, Professor of Comparative American Studies

Brian Cabral is also a participant in the Digital Speaking Project: https://digitalcommons.oberlin.edu/seniorsymp/2018/digital_speaking/2/

Major

Sociology

Award

Mellon Mays Undergraduate Fellowship

Advisor(s)

Rick Baldoz, Sociology

Project Mentor(s)

Gina Perez, Comparative American Studies
Rick Baldoz, Sociology
Greggor Mattson, Sociology

April 2018

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Apr 27th, 2:00 PM Apr 27th, 3:20 PM

Testing and Disciplining Young Men of Color in Urban Public Schools

King Building 127

This study begins by locating the development of Social Justice High School (SOJO) in Chicago and examining the educational experiences of young Mexican and Mexican American men. Through scholarship by education policy and reform scholars that talk about issues of neoliberal practices and school policies in the Chicago Public School (CPS) network, an analysis of the implementation efforts of policies that focus on standardized testing and discipline at SOJO are examined. This research analyzes the student experience and development of these young men using the conceptual framework of socialization and social control. The top-down implementation of standardized testing and discipline fails to enhance the overall learning of the participants. Their experiences are unique, but reinforce similar results that other education scholars have found about the educational experiences of young men of color. Thus, this study contributes to the existing scholarship on urban public high schools and their influence on young men of color, specifically through the lens of achievement, resistance, and policy.