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Pushout: The Criminalization of Black Girls in Schools
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Audible Audiobook
Listening Length: 8 hours and 54 minutes
Program Type: Audiobook
Version: Unabridged
Publisher: Tantor Audio
Audible.com Release Date: September 21, 2016
Language: English, English
ASIN: B01M046D9X
Amazon Best Sellers Rank:
** Trigger warning for discussions of racism, sexism, homophobia, transphobia, sexual harassment, rape, and sexual trafficking. **“Born into a cultural legacy of slavery, Black American women have interpreted defiance as something that is not inherently bad. Harriet Tubman was defiant.â€Michael Brown. Eric Garner. John Crawford III. Ezell Ford. Dante Parker. Tony Robinson. Akai Gurley. Walter Scott. Freddie Gray. Tamir Rice.While the seemingly never-ending stream of tragedies involving the murder of unarmed black men and boys at the hands of law enforcement has focused media attention on the issues of police brutality, the militarization of local police forces, mass incarceration, the school-to-prison pipeline, and systemic racism, too often women and girls are excluded from the discussion. However, intersectional feminist and anti-racist activists aim to center the experiences of black women, who must contend with both race- and gender-based oppression. Thanks to initiatives like #SayHerName and #BlackGirlsMatter, the names of Rekia Boyd, Sandra Bland, and Tarika Wilson will not be lost to history.While writing PUSHOUT: THE CRIMINALIZATION OF BLACK GIRLS IN SCHOOLS, Monique W. Morris spent four years researching race and gender disparities in our educational system – and engaging with the girls and women directly impacted: namely, young women in New Orleans, Chicago, New York, Boston, and Northern and Southern California. The result is a book that’s as heartbreaking as it is informative.Though she uses several high-profile cases – such as the assault of fifteen-year-old, bikini-clad Dajerria Becton at the hands of McKinney, Texas cop Eric Casebolt, and the handcuffing of six-year-old Floridian Desre’e Watson for throwing a tantrum in class – as jumping-off points, Morris looks beyond the most egregious examples of excessive force. She delves deeper, exploring how the proliferation of “zero tolerance†policies in the ’90s, the presence of police or “student resource officers†(SROs) in schools, and the criminalization of minor or nonviolent offenses – including behaviors that aren’t even against the law, such as “talking back†or violating a school’s dress code – create a hostile educational environment, especially for black girls.According to Wikipedia, a “pushout†is a student that leaves school before graduation – but not of her own volition. Perhaps more to the point, I read “pushout†as a verb: the process of removing a student from the classroom, be it through in- or out-school suspension, expulsion, house arrest, electronic monitoring, or placement in juvenile detention centers. Pushout may be as simple as kicking a “disruptive†student out of class to sit in the hallway or principal’s office, neglecting them in the classroom, or actively discouraging participation. Some of the girls Morris interviewed reported being disciplined for asking questions in class; not knowing the answers to questions asked of them; or for finishing their classwork early (!).Given that we place such a premium on education in this country (or profess to, anyway), it seems outrageous to remove students from school unless they pose a real danger to themselves or others. Yet, this is precisely what’s happening: it’s not uncommon for students to be removed from class for minor offenses, such as falling asleep, playing with their phones, arguing with others, or talking back to the teacher. Still others are turned away at the door for how they look: violating the school’s dress code.The popular, knee-jerk reaction is to blame the students for misbehaving: what did she expect to happen? But this approach is both unhelpful (for example, punitive measures fail to address why a student might be lethargic or combative), and also overlooks the racism and sexism inherent in the creation and implementation of such rules. Morris argues, and convincingly so, that the behavior of black girls is more likely to be pathologized: labeled “hypersexual, conniving, loud, and sassy.†Furthermore, the “shortened age continuum†we impose on black girls has “stripped [them] of their childhood freedoms.†Collectively, we see black girls as more adult than they are, taking away their right to act like kids and teenagers – bad decision-making and all.Morris’s interviewees provide ample anecdotal evidence of unequal treatment, but she also includes plenty of facts and figures to bolster her argument. Consider, for example:* 25% of black women live in poverty.* “Low-performing schools are also high-poverty schools that produce higher rates of dropout (as it is traditionally understood) and underperformance among its students, and that high performing schools are often low-poverty ones.â€* “Black women are about three times more likely to be imprisoned than White women, and one in nineteen Black women will be incarcerated at some point in her lifetime.â€* “While Black girls are 16 percent of girls enrolled in school, a figure that has declined only slightly in the last decade, their rate of discipline has remained elevated. In 2000, Black girls were 34 percent of girls experiencing an out-of-school suspension. [...] By the 2009 academic year, Black girls were 52 percent of all girls with multiple out-of-school suspensions.â€* This at a time when “[n]ationwide, the number of girls (of any racial and ethnic affiliation) who experienced one or more out of school suspensions decreased between 2000 and 2009 from 871,176 to 849,447.â€* “[I]n the 2011–12 school year, Black girls remained 31 percent of girls referred to law enforcement and were 34 percent of school-related arrests.â€* “Nearly 48 percent of Black girls who are expelled nationwide do not have access to educational services.†(One of the most surprising things I learned in PUSHOUT is that not all schools are necessarily required to provide for a student’s continued education during suspension. In some cases, the distribution of make-up work is left to the discretion of the teacher.)The picture is even bleaker for girls who find themselves incarcerated in juvenile detention facilities. Though girls “only†account for 21% of such cases, the rate of arrest and detention is on the rise for them, even as it decreases for boys. Furthermore, “[g]irls (35.8 percent) are more likely than boys (21.9 percent) to be detained for status offenses and technical violations rather than for crimes that actually present a danger to public safety.†Girls who have received an education in such facilities report classwork that’s inappropriate for their skill level (either too easy or too hard); overwhelmed, uncaring teachers who run the classroom more like a prison than a learning environment; an over-reliance on authority at the expense of respect; and trouble transferring their credits upon release. Unsurprisingly, a majority of detainees do not return to high school upon release.School dress codes are perhaps the biggest lightening rod for race and gender disparities – and they also dovetail rather horrendously with another overlooked issue, sexual trafficking and how it affects student performance and welfare.Morris reports that 49% of public schools have a dress code of some type. Students found in violation might not even be let through the front doors, but rather sent home to change. This can pose a number of problems, especially for low-income students, starting with the very practical issue transportation. Yet Morris’s subjects also report unnecessarily strict and intractable dress codes that, for example, only allow for a specific type of shoes. What’s a poverty-stricken student who only owns one pair of shoes to do? Still other girls report being turned away for something as minor as forgetting to wear a belt.Yet more to the point: overtly or implicitly, these dress codes impose harsher standards on girls, especially girls of color. Returning to Jezebel stereotype, black girls are seen as more mature and sexual than their white counterparts; thus, their clothing choices are sexualized as well. Girls who are “curvy†– who have large chests and behinds – are expected to dress more modestly. Men (and not a few women) turn their gaze on underage girls, and assume that they’re dressing a certain way for others – to attract the attention of boys and men – when in fact they’re expressing their individuality or just wearing shorts because it’s darned hot outside.In short, we slut shame girls and women, objectify and sexualize them, all under the guide of “protecting†them from sexual harassment and assault. Instead of, you know, teaching boys and men not to rape, grope, catcall, fondle, etc.This is especially horrifying when viewed in the context of rape and sexual trafficking. According to the statistics cited by Morris, 40% of (reported) sex trafficking victims in the United States are black. 19% of black girls and women will be sexually victimized in their lifetimes. Unsurprisingly, these numbers increase dramatically among incarcerated girls: between 70 and 90% of girls in juvenile detention centers have some history of trauma, such as sexual, emotional, or physical abuse; at least 60% have experienced rape or attempted rape. Whereas black boys are victimized by the school-to-prison pipeline, for girls their oppression may take a different path: the sexual abuse to prison pipeline.Girls who are enslaved in the sex industry encounter even more obstacles in attaining an education, such as chronic absenteeism or drug addiction (often thanks to their pimps). Schools are not adequately equipped to identify the victims of sex trafficking, let alone provide them help. Compounding the problem, these girls may be arrested for prostitution – never mind that they are victims of rape – and ordered to attend school as part of their probation. And when their “boyfriends†don’t allow them to attend? They’re found in violation and punished again.So, those dress codes. It’s bad enough to tell girls and young women that their dress is to blame for the sexual harassment and assault they may experience at the hands of boys (and grown men). But to impart this message to a rape victim or someone who has been sexually trafficked – all while the school does little or nothing to help her? I hope we can all agree that that is seriously f’ed.Oh, and one more thing: dress codes frequently involve hairstyle as well. I think you know where I’m going with this, yes? Dismissed as “faddish,†“unprofessional,†“unkempt,†and the like, dress codes often disallow natural or “ethnic†hairstyles like afros and dreadlocks. (For more on the politics of black hair, see HAIR STORY: UNTANGLING THE ROOTS OF BLACK HAIR IN AMERICA.) It’s simply unconscionable to deny a girl an education because of your racist attitudes about her chosen hairstyle. Full stop.There’s so much more to discuss, but you’ll have to read the book to get the full picture.While I did largely enjoy PUSHOUT (as much as one can “enjoy†a book about human rights abuses), I thought the writing could be tightened up a little; some of the points are repetitive (though perhaps worth repeating?). The language is sometimes dense and jargon-y (particularly in the introduction), but not impenetrable; though perhaps aimed at academics, I think laypeople can get a lot out of it too.PUSHOUT is a timely, welcome contribution to the discussions coalescing around the BLM movement. Black Lives Matter – and Black Girls Matter too. Many of the girls who contributed to PUSHOUT recognize the importance of receiving a quality education (“the liberative power of educationâ€) and it’s our responsibility to ensure that they receive it.** Full disclosure: I received a free electronic ARC for review through Edelweiss. **
This needs to be a mandatory read for all educators. I considered myself a very "race-aware" white educator who treated everyone fairly, but this opened my eyes to the ways that I was insidiously, subconsciously treating my Black female students differently. I am dead serious when I say this should be mandatory--we can't go on treating our Black girls like this.
Just how much does society have to bend in order to accommodate dysfunction and disinterest?I was a classroom teacher in Title 1, high poverty schools before making the leap to university teaching. I had much experience with the situations that Monique Morris depicted in this book. And yes, in a perfect world, schools would be supportive of every outburst and disruption that students make in class, because those are symptoms of deeper problems, usually stemming from issues and conflicts at home. But school can't fix all the problems and issues that stem form dysfunctional family environments and culture. Society can't expect schools to absorb all the problems that either begin at home or should be addressed in the home.I tried to be an empathetic, supportive teacher who accepted the students as they were, just as Monique Morris is calling for in this book. But those same students assumed I was 'weak' because I was patient with their problems and their disruptions in class. They exist in a culture that operates on the maxim 'survival of the fittest.' They believe they must be 'hard' to survive in this world. This sets them up for failure in traditional institutions like school. And not being able to keep their emotions in check is symptomatic of dysfunctional families. The classroom is not the place to work out that dysfunction. But human nature being what it is, students recreate the noise and chaos from home in the classroom because they are comfortable with chaos and noise, and probably to work out their issues with a stable or functional adult that is 'safe.' No teacher can teach or help students learn in a classroom where this occurs on a daily basis. These unruly students need counselors who are trained to work with trauma and its after-effects. This level of need requires an expertise that is far beyond what teachers should be expected to handle in a classroom.So where does it end? Do we totally dismantle the concept of school because part of the population lives in a culture that holds no value for school or education? I also come from poverty, by the way. And I realized pretty early on that education was the key to my being able to get out of and away from poverty and the hopelessness and misery it maintains. Being able to keep my emotions in check and listen quietly in class was part and parcel to my success as a student, which led to opportunities to move ahead in the world. If I was able to get out of poverty through education, anyone can do it. I just don't believe that learning and education is seen or valued as important in poverty culture and that keeps it running at cross-purposes with education.All the good ideas and platitudes in the world are worthless if they aren't based in reality and human nature. And no one is willing to state the obvious here: generational poverty embraces street culture and the guns and violence it engenders produce young people who aren't the least bit interested in learning or being successful in school. That's emblematic of a culture that rebels against the status quo by venerating gangsters and bad guys, instead of trying to use education as a tool and move forward in life. School is simply not desired or aspired to in street culture, which is predicated on survival of the fittest. That's the sad reality of schools, these days.Perhaps the advancement of technology will retool the school environment to being an online practice done at home, rather than students attending brick and mortar buildings and classrooms. If students are given the ability to learn online, individually, with no interruptions or disruptions, the ones who really want to learn won't be held hostage in physical classrooms by disinterested students who are acting out to deflect attention from their inability to read or do the work the teacher is attempting to explain.I have to conclude that coddling dysfunction and allowing unruly students to derail lessons is lunacy. Their presence creates the safety concerns and policing of schools that Morris criticizes in this book, due to the fighting and chaos they bring to school, along with the guns in their bookbags. We can't turn schools inside out in order to placate and coddle their dysfunction. At some point, just like in "The Emperor's New Clothes," we have to address the ignorance and stupidity of street culture that is embraced by poverty culture. And that's a hard truth to face in this knee-jerk, reactionary point in time.
Monique E. Morris’s account of the over-policing and criminalization of black girls is powerful and informative. She describes the way black girls have been subjected to narratives that impact the way they view school as less of a priority and themselves as not capable of thriving in an academic environment. She focuses on the full impact of zero tolerance policies and the ways in which an over-reliance on punishment can effectively push black girls out of the school system. She addresses the ways that female bodies are shamed and affected by dress code policies, that emphasize the responsibility of black girls to prevent sexual violence and victimization and take away the accountability from the perpetrators. I learned a lot in Morris’s ideas for solutions to the unsuccessful correctional facilities and how black girls could be more supported by their educational institutions. The book showed Morris’s ability to both be both realistic and un-sugar-coated, but hopeful that it is possible to combat school pushout and the criminalization of black girls if community members, parents, educators, and others are personally invested.
A must read for all school professionals--teachers, administrators, staff, school social workers, counselors. It underscores the need for trauma-informed practices and policies in schools. It centers the experiences of marginalized youth. It is overdue.
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