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• W2088908264 abstract "This article examines correctional facilities, populations served, and educational programs offered. Statistical information on social indicators for young African American males, who are overrepresented in correctional system, provides backdrop for a profile of incarcerated youth. The profile is expanded through examination of special education programs and role they play in placement of young African American males in less than ideal educational settings and implication these placements have for academic programs in correctional facilities. Case studies link reality to statistics and topics discussed. We must accept reality that to confine offenders behind walls without trying to change them is an expensive folly with short-term benefits-winning battles while losing war. (Former U.S. Supreme Court Chief Justice Warren Burger as cited in Taylor, 1993, p. 90) Research literature describes African American males as culturally deprived and dysfunctional segments of and firmly situates their problems in culturally biased environment they must navigate to obtain success (Chelf, 1992; Edley, 1996; Hopkins, 1997; Ravitch, 2000; West, 1994). It is important to note that numerous African American males break social barriers to success, but far too many continue to be marginalized by institutional practices in economy and in general. This marginalization begins early in lives of untold numbers of young Black males, as evidenced by their disproportionate representation in justice system. In today, the nexus of and adolescence have converged in a way that has juveniles being confined in numbers that cannot be accounted for by criminal activity alone and should give pause to any civil society (Bell, 2000, p. 189). Evidence reveals that juvenile justice facilities increasingly fill with youth of color (p. 207). According to results of a study conducted by Project READ, a national project aimed at improving reading skills, young offenders committed to correctional institutions at median age of 15 years, read, on average, at fourth grade level, and approximately one-third of these young offenders read below fourth grade level (Center on Crime, Communities, and Culture, 1997). Furthermore, most of these youth are poor, minority, disproportionately male and identified as having significant learning and or behavioral problems that entitle them to special education services. Youth in correctional facilities are among most educationally disadvantaged in our society. Many are functionally illiterate (unable to write a letter explaining a billing error) when they enter correctional institutions and either do not continue schooling upon release or soon drop out. Addressing needs of our nation's adjudicated (adjudication is court process that determines if committed act with which he or she is charged) and incarcerated youth is a challenge for state and local systems responsible for their care and development. The difficulties of this at-risk population can be found in social indicators that precede their entry into justice system and society's willingness to imprison those who lack necessary job skills and purchasing power to contribute to society. For most of these juveniles, school system within correctional environment will be their last contact with formal education. SOCIAL INDICATORS Study after study documents impact of historical vestiges of centuries of slavery, followed by 100 years of legal segregation and discrimination, on educational and economic status of African Americans (Marable, 2000; National Center for Education Statistics [NCES] 2001; Watkins, Lewis, & Chou, 2001). Several studies confirm: ... African Americans' unequal access to and facilities for formal education; poor quality of schooling available to large numbers of African American students; cultural differences between most of these students and their teachers; inadequate home and family support they receive for academic learning; their poor academic socialization; high African American school dropout rates and declining college and graduate school attendance; disparities in rewards for educational achievement between Blacks and other groups; and low expectations of academic productivity held for African American students, particularly males. …" @default.
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• W2088908264 date "2002-01-01" @default.
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• W2088908264 title "Warehousing or Rehabilitation? Public Schooling in the Juvenile Justice System" @default.
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• W2088908264 doi "https://doi.org/10.2307/3211238" @default.
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