{"id":537,"date":"2019-07-26T05:43:39","date_gmt":"2019-07-26T05:43:39","guid":{"rendered":"https:\/\/educate.winona.edu\/eduoresidency19\/?page_id=537"},"modified":"2019-07-26T05:57:41","modified_gmt":"2019-07-26T05:57:41","slug":"donavan-bailey","status":"publish","type":"page","link":"https:\/\/educate.winona.edu\/eduoresidency19\/winona-state-university-doctor-of-education-inaugural-cohort\/donavan-bailey\/","title":{"rendered":"Donavan Bailey"},"content":{"rendered":"
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Donavan Bailey<\/figcaption><\/figure>\n

The Journey Begins<\/strong><\/p>\n

The 2019 inaugural doctoral residency began with ignorant anticipation. Students entered residency with some expectations for the experience and were awed by the presence of program director, Dr. Barbara Holmes, and the team of expert faculty leading instruction.\u00a0 Supportive faculty quickly engaged students in scholarship, the doctoral process, and academic dialogue, motivating the cohort and cementing their identities as doctoral students.\u00a0 The competence of this journey equates to survey details, which detail the strengths and needs that motivate doctoral students to complete their journeys (Holmes et. al 2016).<\/p>\n

Holmes, B. H., McAuley Brown, L. T., Parker, D. M., Mann, J., Woods, E. L., Gibson, J. A., \u2026 Hall, D. (2016). Decoding the persistence and engagement patterns of doctoral students who finish. Proceedings of<\/em> Clute International Conference of Education, Washington D.C.<\/em>, USA,<\/em> 311-1 – 311-11. ISNN: 2157-9660<\/p>\n

Problem of Practice<\/strong><\/p>\n

A 2014 study showed that thirty percent of incarcerated adults had attained less than a high school diploma, and inmates scored at the lowest levels in both the literacy and numerical evaluations (Statistics, 2014).\u00a0 African American students are three times more likely to be suspended or expelled than white students (Nelson & Lind, 2019). Additionally, current research reveals one in three black men\u00a0will experience prison in their lifetime (The Center for Prisoner Health and Human Rights, 2019).\u00a0 Books such as, “Multiplication Is for White People\u201d: Raising Expectations for Other People\u2019s Children <\/em>address the problem. At-risk minority students do not identify with prosocial education, and rather find their identities other aspects of American life, many times negative paradigms that impact successful education (Deput, 2013). The issue of African Americans males in the jails, prisons, and probation caseloads continues and in part directly correlates with education (Bender, 2018). To change the plight of the School to Prison Pipeline and the Achievement Gap, there must be emphasis on racial identity development in the school curriculum and school culture (Tatum, 2017).<\/p>\n

Bender, K. (2018, July 15).\u00a0Education opportunities in prison are key to reducing crime<\/i>. Retrieved from https:\/\/www.americanprogress.org\/issues\/education-k-12\/news\/2018\/03\/02\/447321\/education-opportunities-prison-key-reducing-crime\/<\/p>\n

Deput, L. (2013). “Multiplication is for white people\u201d: Raising expectations for other people\u2019s children. <\/i>New York, NY: The News Press.<\/p>\n

Nelson, L., & Lind, D. (2019, July 15).\u00a0Justice Policy Institute<\/i>. Retrieved from The school to prison pipeline, explained: http:\/\/www.justicepolicy.org\/news\/8775<\/p>\n

Tatum, B. (2017).\u00a0Why are all the black kids sitting together in the cafeteria?: And other conversations about race.\u00a0<\/i>New York, NY: Basic Books.<\/p>\n

The Center for Prisoner Health and Human Rights. (2019, July 15).\u00a0Race and Incarceration<\/i>. Retrieved from The Center for Prisoner Health and Human Rights: https:\/\/www.prisonerhealth.org\/educational-resources\/factsheets-2\/race-and-incarceration\/<\/p>\n

The Department of Education. (2019, July 17).\u00a0U.S. PIAAC Survey of Incarcerated Adults: Their Skills, Work Experience, Education, and THe Training<\/i>. Retrieved from National Center for Educational Statistics: https:\/\/nces.ed.gov\/pubsearch\/pubsinfo.asp?pubid=2016040<\/p>\n

Research Questions<\/strong><\/p>\n

The purpose of studying\u00a0educational strategies to change the impact of the School to Prison Pipeline\u00a0is to explore the notion of positive identity development and its correlation to the issues of The School to Prison Pipeline and the Achievement Gap.\u00a0 These problems have disproportionately impacted African American students.\u00a0 School is often where their legal struggles are exacerbated, with disciplinary totals doubling their population within school systems (Gonzalez, 2012). This study will examine African American males and whether positive identity development can help change the problems in this area.<\/p>\n

RQ1: How does the School to Prison Pipeline and the Achievement Gap apply to criminal justice disparities?<\/p>\n

RQ2: Why aren\u2019t current efforts in schools working towards ending The School to Prison Pipeline and the Achievement Gap?<\/p>\n

RQ3: What can positive identity development, culture, and curriculum do to assist with ending The School to Prison Pipeline and the Achievement Gap?<\/p>\n

Gonzalez, T. (2012). Keeping kids in schools: Restorative justice, punitive discipline, and the school to prison pipeline. Journal of Law and Education<\/em>, 281-336.<\/p>\n","protected":false},"excerpt":{"rendered":"

The Journey Begins The 2019 inaugural doctoral residency began with ignorant anticipation. Students entered residency with some expectations for the experience and were awed by the presence of program director, Dr. Barbara Holmes, and the team of expert faculty leading instruction.\u00a0 Supportive faculty quickly engaged students in scholarship, the doctoral process, and academic dialogue, motivating … <\/p>\n

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