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Speaker 1: Welcome to Stuff to Blow Your Mind from how Stuff

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Speaker 1: Works dot com. Hey, welcome to Stuff to Blow your Mind.

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Speaker 1: My name is Robert Lamb and I'm Julie Douglas. And

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Speaker 1: today we have a topic that some of you listening

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Speaker 1: might uh might might have just read the title about

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Speaker 1: the school to prison pipeline, and you might be a

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Speaker 1: little a little cautious about it. But but trust us,

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Speaker 1: this is a fascinating topic and it ties directly into

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Speaker 1: our subsequent topic that will publish next week. That's right,

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Speaker 1: we are taking a closer look at racial biases and

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Speaker 1: how it shapes society. And in order to get into

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Speaker 1: the mindset of today's show, let's all sort of do

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Speaker 1: a little pretend imagination thing here. Imagine that you're lining

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Speaker 1: up with other students and about twenty steps in front

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Speaker 1: of you, someone is holding a dollar bill. But it's

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Speaker 1: not just any dollar bill. I mean, this is the

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Speaker 1: brass ring. This is the thing that's going to to

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Speaker 1: determine and who you're going to marry, what sort of

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Speaker 1: job you're going to take, um, what sort of overall

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Speaker 1: wealth you're going to amass, what your own healthcare um

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Speaker 1: access will be, and the level of your well being. Okay,

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Speaker 1: it just determines where you're going to be in life.

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Speaker 1: This dollar bill, So it's a really important dollar bill. Okay,

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Speaker 1: that's why everybody is lining up for it, all these students. Now,

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Speaker 1: imagine that before you can step forward, you discover that

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Speaker 1: you have been scooted back about five steps because you

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Speaker 1: live and say a poor community where you have little

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Speaker 1: or no access to educational resources. Now imagine you look

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Speaker 1: down and your skin is not white, but it is

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Speaker 1: of color. Now you have been scooted back another five

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Speaker 1: steps because statistically, the experience you have in school is

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Speaker 1: going to be different from the white kid who is

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Speaker 1: now ten steps in front of you. So when you

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Speaker 1: hear ready set go, who do you think is going

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Speaker 1: to get to that dollar bill first, that brass ring,

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Speaker 1: It's going to be the white kids. It's the white kid.

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Speaker 1: And unfortunately, um, that analogy is the reality of the

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Speaker 1: education system today in the United States. And uh, that

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Speaker 1: is setting up some some very serious ramifications for what's

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Speaker 1: happening with students success. And in some ways you might

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Speaker 1: even say that it determines who is going to go

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Speaker 1: on to college and who is going to go on

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Speaker 1: to say maybe even a life of crime and poverty. Indeed,

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Speaker 1: and to and to reference the title of the podcast,

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Speaker 1: to prison into directly into the prison system. Uh. And

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Speaker 1: in the course of the United States, it goes without saying,

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Speaker 1: we have quite a prison system. As of two thousand fourteen,

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Speaker 1: US prisons contain an all time high of two point

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Speaker 1: four million people that, by the way, exceeds the population's

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Speaker 1: entire populations of such countries as Cutter, Nambia, and Iceland. Yeah,

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Speaker 1: that's right. The US has close to twenty five percent

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Speaker 1: of the world's prisoners, even though the U s accounts

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Speaker 1: for only five percent of the world's populations. And some

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Speaker 1: point to the war on drugs as uh, one of

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Speaker 1: the reasons why the US prison population is so high.

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Speaker 1: On September and the end of the most recent fiscal

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Speaker 1: year for which federal offense data were available, eight thousand,

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Speaker 1: two hundred inmates we're talking about fifty one of the

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Speaker 1: federal prison population were imprisoned for possession, trafficking, or other

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Speaker 1: drug crimes. Yeah. And in fact, in the federal prison system,

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Speaker 1: more than half of those sentenced to stints of a

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Speaker 1: year or longer are are still there for drug crimes.

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Speaker 1: So yeah, now keep in mind that more than fifty

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Speaker 1: of the US prisoners are black and Hispanic. And when

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Speaker 1: you look again at possession, trafficking other drug crimes, now

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Speaker 1: consider that about fourteen million white people report using illicit

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Speaker 1: drug as opposed to only two point six million African Americans,

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Speaker 1: and so there are five times as many whites using

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Speaker 1: drugs as African Americans. Yet African Americans are sent to

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Speaker 1: prison for drug offenses at ten times the rate of whites.

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Speaker 1: And what you begin to see emerge here is this

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Speaker 1: the story of inequality, um, and not just circumstance. Indeed,

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Speaker 1: I mean it's it's the same laws are on the books,

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Speaker 1: but it's almost like there are two separate books of laws. Um.

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Speaker 1: Here are just a couple of more factoids that come,

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Speaker 1: figures that come to us from then double a cp um.

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Speaker 1: African Americans now constitute nearly one million of that total

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Speaker 1: incarcerated population that we mentioned. African Americans are incarcerated at

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Speaker 1: nearly six times the rate of whites, and one in

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Speaker 1: one hundred African American women are in prison. So what

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Speaker 1: if we told you that the cards had been stacked

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Speaker 1: against this particular prison population from the get go, and

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Speaker 1: a lot of it had to do with education. Well,

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Speaker 1: you might look at Brown versus the Board of Education

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Speaker 1: and say, how can that be? That's right? Now, just

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Speaker 1: to refresh Brown versus Board of Education, we're talking about

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Speaker 1: the landmark United States Supreme Court case in which the

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Speaker 1: court declared state laws establishing separate separate public schools for

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Speaker 1: black and white students to be unconstitutional. Um, of course,

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Speaker 1: it would be a number of years before all segregated

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Speaker 1: school systems were desegregated. But this was responsible that this

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Speaker 1: Brown and Brown two were responsible for getting the process underway. Right.

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Speaker 1: This was and this is a moment in time that

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Speaker 1: we still look back to and say, this is when

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Speaker 1: the playing field at least is supposedly leveling out right.

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Speaker 1: Chief Justice Earl Warren had said, quote, in these days,

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Speaker 1: it's doubtful that any child may reasonably be expected to

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Speaker 1: succeed in life if he has denied the opportunities of

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Speaker 1: an education. Such an opportunity where the state has undertaken

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Speaker 1: to provide it is a right that must be made

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Speaker 1: available on equal terms. Now. In a two thousand and

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Speaker 1: fourteen interview with The New York Times, Daniel J. Loison,

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Speaker 1: who is the director of the Center for Civil Rights

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Speaker 1: Remedies at the University of California at Los Angeles Civil

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Speaker 1: Rights Project said, quote, we here, we are sixty years

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Speaker 1: after Brown versus Board of Education, and the data altogether

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Speaker 1: still show a picture of gross inequity and educational opportunity.

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Speaker 1: So the bottom line is still separate and still unequal.

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Speaker 1: Even though we sort of dismantled this machine um of segregation,

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Speaker 1: we end up rebuilding the machine. And uh and and

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Speaker 1: and in the end, the machine does kind of what

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Speaker 1: it did before. It's it's heartbreaking stuff. But we're gonna

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Speaker 1: we're gonna break down exactly how all of this works. Yeah,

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Speaker 1: and today's episode is ultimately about breakdown and failure, failure

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Speaker 1: of a society to recognize its systems in place are

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Speaker 1: so flawed that it's created this insidious atmosphere that is

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Speaker 1: tantamount to a trap for a large segment of the population.

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Speaker 1: And again, this is what we're calling the school to

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Speaker 1: prison pipeline. And although we won't be able to cover

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Speaker 1: this idea in its entirety, because it's really vast and

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Speaker 1: it's really complicated, we do intend to discuss aspects of

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Speaker 1: this acute inequality and education. And one that has created

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Speaker 1: this metaphorical pipeline to crime and poverty. Yeah, and again

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Speaker 1: it comes back to just like the basic idea of

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Speaker 1: what school should be. Right, But the school is the

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Speaker 1: launching pad for the rest of your life. It's it's

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Speaker 1: your your education, your forming the tools that you're gonna

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Speaker 1: need to succeed and uh and and setting setting the

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Speaker 1: baseline for for what you're going to be as an

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Speaker 1: adult in society. Yeah, and school is one of those

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Speaker 1: things that everybody had as these robust, great utopian ideas

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Speaker 1: of what it can be and should be. But when

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Speaker 1: the you know, the rubber meets the road, the fact

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Speaker 1: of the matter is it's just not living up to

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Speaker 1: a lot of ideals. And the reason we know that

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Speaker 1: is that we finally have data because last year the

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Speaker 1: Department of Education Office for Civil Rights conducted the first

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Speaker 1: analysis in fifteen years of the US public schools and

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Speaker 1: they found startling inequities. We're talking about nine seven thousand

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Speaker 1: schools representing forty nine million students. Now, if you are

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Speaker 1: a white kid, if you are a Caucasian kid, you

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Speaker 1: are probably going to get these offerings. In fact, seventy

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Speaker 1: percent of white kids get these offerings. A full range

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Speaker 1: of math and science courses including algebra, biology, calculus, chemistry, geometry,

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Speaker 1: and physics. And this really sets those students up for

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Speaker 1: a the robust future, right because all of those classes,

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Speaker 1: in particular the science classes are going to lend themselves

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Speaker 1: to higher scores on s A t um tests and

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Speaker 1: it's also going to set them up for a career

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Speaker 1: in STEM. Right then the sciences, science, technology, engineering, and mathematics. Yeah,

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Speaker 1: those those key STEM classes that that are so important,

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Speaker 1: especially if you're you're looking to enter a pipeline into

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Speaker 1: a career, uh in in some sort of STEM discipline. Alright, So,

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Speaker 1: like you said, seventy of white students attend to classes

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Speaker 1: with this full full range of these math and science courses.

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Speaker 1: How does that break down for Black and Latino kids. Well,

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Speaker 1: according to the to the fifteen year study, slightly more

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Speaker 1: than half of all Black students have access to the

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Speaker 1: full range of math and science courses. Slightly more than

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Speaker 1: two thirds of Latinos have access and uh and then

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Speaker 1: if you look to Native American Native Alaskan students, less

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Speaker 1: than half of them are able to enroll in the

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Speaker 1: in the sort of high level math and science courses

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Speaker 1: that again, are available to the white student population. Now,

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Speaker 1: the survey found that in terms of access to seasoned

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Speaker 1: teachers for kids of colors, that Black, Latino, American, Indian,

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Speaker 1: and Native Alaskan students are three times as likely as

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Speaker 1: white students to attend schools with higher concentrations of first

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Speaker 1: year teachers, and Black students are more than four times

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Speaker 1: as likely as white students to attend schools where one

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Speaker 1: out of every five teachers does not meet all state

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Speaker 1: teaching requirements, and for Latino students there twice as likely. Now,

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Speaker 1: one other statistic in here we're gonna throw at you

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Speaker 1: is that the teacher salary gap between high schools with

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Speaker 1: the highest concentrations of Black and Latino students and those

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Speaker 1: with the lowest is more than five thousand dollars a year,

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Speaker 1: meaning the incentive is not there for seasons teachers really

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Speaker 1: qualified teachers to go to the schools that need the most.

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Speaker 1: So the end result here, I mean it's pretty staggerant

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Speaker 1: because basically you were talking about a situation where students

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Speaker 1: of color simply do not have the same access two

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Speaker 1: STEM classes that pave the way for a STEM career

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Speaker 1: in science, technology, engineering, mathematics, and you typically have new

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Speaker 1: inexperienced teachers tackling low income in African American schools, the

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Speaker 1: the the the very teaching environments where you ideally would

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Speaker 1: want to have an experienced educator, someone with the necessary

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Speaker 1: tools to tackle the students and uh and and engage them. Um.

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Speaker 1: And this is what Daniel J. Lowson calls a gross

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Speaker 1: inequity and educational opportunity. And I think there's there's no

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Speaker 1: there's no more succinct way to say it. Um, Like

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Speaker 1: the the deck is stacked, and you can get into

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Speaker 1: a very long discussion about how that deck comes to

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Speaker 1: be so stacked, how much of it is intentional, how

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Speaker 1: much of it is accident, how much of it just

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Speaker 1: comes of building this current educational machines, current school to

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Speaker 1: prison pipeline without really looking at it for fifteen years. Yeah,

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Speaker 1: because if you think about it, those first year teachers

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Speaker 1: are not just inexperienced, it's it's that they they've lacked

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Speaker 1: all of the additional courses that teachers get throughout their career.

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Speaker 1: So if you're a teacher with fifteen years experience, it's

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Speaker 1: not just that you've been teaching for fifteen years. You've

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Speaker 1: had additional instruction every single year and many different areas,

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Speaker 1: and some of those areas may even be sensitivity, right. Um,

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Speaker 1: So it's it's really important to note that the students

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Speaker 1: again that need these experience really well qualified teachers the

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Speaker 1: most are not getting them. And if these students lack

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Speaker 1: any sort of additional educational resources anyway, right, may they

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Speaker 1: might not have money to go and take extra courses

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Speaker 1: to um beef up on s A T questions for instance,

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Speaker 1: Then they're really going to fall behind. So this sort

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Speaker 1: of data gives you an idea of the disparity in

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Speaker 1: quality in terms of education. But what about the outcomes

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Speaker 1: of the white kid versus the kid of color inside

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Speaker 1: the actual school. Well, it turns out that racial bias

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Speaker 1: is certainly at play here. Expulsion and suspension rates for

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Speaker 1: black kids are as you guessed it, quite a bit higher.

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Speaker 1: A two thousand and intense study of seventy two thousand

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Speaker 1: schools kindergarten through high school shows that while black students

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Speaker 1: make up only of those enrolled in the school sampled,

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Speaker 1: they account for thirty five percent of those suspended once,

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Speaker 1: of those suspended more than once, and thirty of all

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Speaker 1: expulsions and overall, black students were three and a half

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Speaker 1: times more likely to be suspended or expelled than their

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Speaker 1: white counterparts. And this was interesting too. Black girls were

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Speaker 1: suspended at higher rates than all other girls and most boys.

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Speaker 1: And this leads right into the in school arrest rate.

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Speaker 1: And this is really interesting because you know, I think

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Speaker 1: back on my days in school, and I specifically remember, like,

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Speaker 1: one guy committed a murder on school property. So of

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Speaker 1: course the police showed up and dealt with it. That's

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Speaker 1: pretty cut and dry. There's a murder is when committed

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Speaker 1: you bringing, you bringing the police. It's no longer a

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Speaker 1: school matter. But but we see this this disturbing national

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Speaker 1: trend in which you have you have schools turning to

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Speaker 1: police who are then arresting kids for minor infractions. So

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Speaker 1: so you end up treating the students more like criminals

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Speaker 1: and less like students, even for the little stuff. So

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Speaker 1: they're getting the stigma of criminal instead of just mirror,

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Speaker 1: you know, misbehavior leveled at them. Uh, in many cases,

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Speaker 1: they're being they're they're getting thrown out, they're being sent

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Speaker 1: back to places of stress and disadvantage, which again is crazy,

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Speaker 1: since the school should be a place of hope, a

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Speaker 1: place a springboard, a refuge from uh, those those places

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Speaker 1: of disadvantage and uh and the statistics are pretty uh

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Speaker 1: pretty depressing when you when you when you shake it

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Speaker 1: shake it out along these lines. For instance, seventy of

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Speaker 1: students involved in in school arrest are referred to law

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Speaker 1: enforcement and referred to law floor enforcement or black or Latino.

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Speaker 1: And by the way, sixty of all males in state

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Speaker 1: or federal printed prison do not have high school diplomas.

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Speaker 1: So yeah, you just have this disturbing trend where the

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Speaker 1: student is just treated as a de facto criminal, uh,

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Speaker 1: you know, almost right off the bat, which is heartbreaking

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Speaker 1: when you think that if that student doesn't have a

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Speaker 1: safe haven at home, and they don't have a safe

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Speaker 1: haven at school, then they truly are set up for this.

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Speaker 1: And by the way, just to throw some more stats

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Speaker 1: at this from the l a c P. Nationwide, African

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Speaker 1: Americans represent of juvenile arrest, of youth who are detained,

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Speaker 1: forty ex percent of the youth who are judicially way

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Speaker 1: to criminal court, and fifty eight percent of the youth

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Speaker 1: admitted to state prisons. And we see another disturbing trend

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Speaker 1: with foster care. Again, another um area where Ideally, there

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Speaker 1: should be a lot of hope. This should be about

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Speaker 1: children getting a leg up on society, on their lives,

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Speaker 1: but instead we see some very disturbing trends. Black and

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Speaker 1: Latinos make up fifty percent of children in the foster

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Speaker 1: care system, of foster care youths entering the juvenile justice system,

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Speaker 1: our placement related behavior cases of young people leaving foster

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Speaker 1: care will be incarcerated within a few years of turning

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Speaker 1: eighteen and fifty percent of young people leaving foster care

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Speaker 1: will be unemployed within a few years of turning eighteen um.

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Speaker 1: And then an even more startling figure here, uh, this

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Speaker 1: comes from Community Coalition of South l a nonprofit um

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Speaker 1: dartling inmates in California State Prison our former foster care youth.

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Speaker 1: So you see that direct funnel from the foster care

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Speaker 1: system into criminal and into the prison system. And again

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Speaker 1: it's telling this story that this is one of the

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Speaker 1: least supported segments of society. Right, So, if you have

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Speaker 1: marginalized communities of color and you have foster care kids,

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Speaker 1: they are not getting the support, the safe haven that

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Speaker 1: they need. And this kind of stigmatization actually begins shockingly early.

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Speaker 1: In fact, in preschool because one of the things that

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Speaker 1: the survey found from the Department of Education uh that

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Speaker 1: while black children make up of preschool enrollment, close to

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Speaker 1: half of all preschool children who are suspended more than

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Speaker 1: once are African American and Latitia Smith Evans of the

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Speaker 1: u c l A And an interview with The New

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Speaker 1: York Times said about this quote, it's incredible to think

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Speaker 1: about or fathom what pre case students could be doing

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Speaker 1: to get suspended from schools. Yeah, indeed, it just boggles

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Speaker 1: the mind. I mean, I've I've been watching preschooler and

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Speaker 1: younger age kid kids and there's what are they doing

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Speaker 1: that requires drastically different disciplinary action? Yeah, there are four

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Speaker 1: and five year olds all right. There is no you know,

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Speaker 1: magic silver bullet here that we can point to that

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Speaker 1: says it is the reason for why the system is

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Speaker 1: the way it is. But one of the contributing factors

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Speaker 1: is something called zero tolerance. Now, this is a policy

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Speaker 1: that was put into place after the nineteen nine Columbine

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Speaker 1: High School massacres. It's a basically a bunch of policies

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Speaker 1: that escalated infractions among the student body, and it was

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Speaker 1: never intended to be misused, but certainly this is what

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Speaker 1: has happened over the years. According to Amanda Marcatti, writing

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Speaker 1: for Slate magazine, quote, students, especially students of color, are

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Speaker 1: hit with outrageous and disproportionate disciplinary measures in the school system,

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Speaker 1: and this is what is contributing to those higher rates

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Speaker 1: of in school arrests, expulsions, and suspensions. Yeah, I mean,

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Speaker 1: in this you're just you're seeing a situation where, out

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Speaker 1: of a time of fear and and in particular cases

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Speaker 1: a time of need for advanced, more powerful tools to

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Speaker 1: deal with with threats, um, you end up having the

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Speaker 1: tool chest opened, uh for abuse. You you know, you

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Speaker 1: see this pretty much in any area of life, right

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Speaker 1: when you end up giving um law enforcement or government

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Speaker 1: or any kind of power more power to deal with

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Speaker 1: a scenario than what happens when they want to use

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Speaker 1: those powers just across the board. Yeah, absolute power absolutely corrupts.

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Speaker 1: And we discussed this a bit too in our episode

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Speaker 1: on the Panopticon, which has definitely some other, uh similar

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Speaker 1: threads lowing through it. Indeed, now another another theory as

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Speaker 1: to what's going on here comes down to standardized test um.

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Speaker 1: Some critics blame the educators. The accusation accusation here being

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Speaker 1: that they push out students who score lower un standardized

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Speaker 1: test in order to improve the school's overall test scores.

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Speaker 1: And if there's a if there's an educator in your life,

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Speaker 1: then you've probably you've probably heard plenty about what standardized

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Speaker 1: tests bring to the teaching scenario, what the various pros

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Speaker 1: and cons are and uh. And here the argument is

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Speaker 1: that the you know, the the cart ends up pulling

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Speaker 1: the horse. Uh. Instead of the test being this measuring

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Speaker 1: stick stick for what the students are doing and being

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Speaker 1: about uh, you know, gauging the students, helping the students,

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Speaker 1: it ends up being a situation where you're you're calling

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Speaker 1: the herd with the with the whole mindset being based

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Speaker 1: around the performance of the test. So you end up

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Speaker 1: racially calling the student population in order to achieve higher

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Speaker 1: test scores for that school. Everything is just completely backwards, right,

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Speaker 1: because the school would like to purge those test scores, right,

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Speaker 1: And in that way, the students are purged from the

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Speaker 1: student body just so that they can rise their numbers

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Speaker 1: and look all clean and squeaky. Unfortunately, now, another factor

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Speaker 1: in play is something called implicit bias. In the current

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Speaker 1: institutes paper on this, they define implicit biases the mental

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Speaker 1: process that causes us to have negative feelings and attitudes

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Speaker 1: about people based on characteristics like race, ethnicity, age, and appearance.

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Speaker 1: Because this cognitive process functions in our unconscious mind, we

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Speaker 1: are typically not consciously aware of the negative racial biases

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Speaker 1: that we developed over the course of our lifetimes. So,

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Speaker 1: of course, in a perfect world administration, school administrations, and

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Speaker 1: students and teachers would all understand this and be aware

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Speaker 1: of this implicit bias and be able to bring this

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Speaker 1: awareness to the classroom and the way that they behave

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Speaker 1: and they doll out disciplinary measures. But this doesn't exactly happen.

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Speaker 1: For example, a two thousand and three study found that

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Speaker 1: students who displayed quote a black walking style were perceived

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Speaker 1: by their teachers as lower in academic achievement, highly aggressive,

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Speaker 1: and more likely to be in need of special education services.

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Speaker 1: In addition, a two thousand and seven meta analysis of

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Speaker 1: research founds statistically significant evidence that teachers hold lower expectations

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Speaker 1: either implicitly or explicitly, or both for African American and

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Speaker 1: Latino children compared to European American children. And this is

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Speaker 1: something that we touched upon when we talked about, um,

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Speaker 1: how we behave toward one another, and the sort of

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Speaker 1: expectations that we communicate, uh, even non verbally, and how

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Speaker 1: that child will absorb that and then actually it will

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Speaker 1: become a self fulfilling prophecy. Yeah, I mean it's the

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Speaker 1: basis of stigma. You end up attaching stigma and up

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Speaker 1: attaching titles and expectations of these students and then they

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Speaker 1: they they match the form. So the cumulative effect here

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Speaker 1: is is pretty devastating. Um, you have this disproportionate give,

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Speaker 1: this disproportionate disciplinary action in place, and so the students

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Speaker 1: that are affected, they end up falling behind in their classes,

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Speaker 1: you know, in the in some of the better scenarios,

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Speaker 1: right Uh, and then the worst scenarios, they're suspended, they're

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Speaker 1: shuffled off to separate classes, etcetera. And this leads to

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Speaker 1: higher dropout rates, uh, you know, and uh and also

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Speaker 1: those the subsequent higher unemployment and imprison rates imprisonment rates

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Speaker 1: that we've already discussed. So this leaves black and Latino

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Speaker 1: students two times less likely to graduate high school than

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Speaker 1: their white peers. So again you see the pipeline in

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Speaker 1: place here where uh, these kids end up falling through

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Speaker 1: the cracks and uh, and then are far more likely

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Speaker 1: to wind up in the in the prison system. And

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Speaker 1: just to bring this down to an individual level too,

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Speaker 1: I'm sure everybody out there has had that teacher that

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Speaker 1: nurtured them, that that really fostered their abilities, who saw

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Speaker 1: something in them, and then you know, you acted accordingly, right,

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Speaker 1: you rose to the occasion. UM, on the opposite end

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Speaker 1: of the spectrum, I'm sure everybody also has had that

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Speaker 1: one teacher that they thought had it out for them

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Speaker 1: that they kind of maybe shied away from, maybe even

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Speaker 1: in class, your body language change and you try to

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Speaker 1: make yourself invisible because you felt like that teacher didn't

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Speaker 1: have a lot of confidence. And you now imagine that

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Speaker 1: that was the majority of your experience and how that

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Speaker 1: would call your perception of the world and your own abilities. Yeah,

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Speaker 1: you end up with a situation where the again, the

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Speaker 1: deck is stacked from the start. Now, this, uh, this

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Speaker 1: sort of school to prison pipeline doesn't exist solely in

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Speaker 1: the population of children of color. Recently, I had volunteered

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Speaker 1: with a fantastic group here in Atlanta called Vox teen

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Speaker 1: and it was a day in which um, the girls

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Speaker 1: were exploring sex and sexuality, and my group was dealing

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Speaker 1: with gender equality but also l gb QT equality, and

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Speaker 1: there were some representatives from Georgia Equality and they talked

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Speaker 1: a lot about the school to pipeline problem with the

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Speaker 1: lgb QT community, and it turns out that there are

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Speaker 1: a lot of parallels here. Indeed, LGB youth, particularly gender

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Speaker 1: nonconforming girls, are up to three times more likely to

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Speaker 1: experience harsh disciplinary treatment by school administrators than their non

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Speaker 1: LGB counterparts. LGB youth are overrepresented in the juvenile justice system.

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Speaker 1: They make up just five to seven percent of the

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Speaker 1: overall youth population, but they rep in fift of those

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Speaker 1: in the juvenile justice system. And LGBT youth reports significant

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Speaker 1: distrust of school administrators and generally say they don't believe

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Speaker 1: that the school fishers officials do enough to foster safe

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Speaker 1: and welcoming, welcoming school climate. So again you have a

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Speaker 1: situation where for many of these students, they don't feel

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Speaker 1: they don't feel feel supported, they don't feel safe even

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Speaker 1: in the in the in these school environments, and it

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Speaker 1: ends up, you know, being a failure of the school

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Speaker 1: as a as a safe haven, as a launching path,

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Speaker 1: as a as a place of hope. Again because you know,

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Speaker 1: the the administrations and some of the teachers and again

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Speaker 1: not all, but some of them carry with them certain

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Speaker 1: biases and that colors our perception of that kid. And

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Speaker 1: so if that kid is doing something, then it can

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Speaker 1: be uh, grossly misperceived as this even sort of grotesque

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Speaker 1: ory of their behavior, when in fact the kid wasn't

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Speaker 1: doing any right. Um. Again, the punishment doesn't always correlate

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Speaker 1: with the actual misbehavior or any it may not even

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Speaker 1: be misbehavior. So we wanted to bring this topic to

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Speaker 1: you guys today. Again, we know it's not a light

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00:27:09,920 --> 00:27:12,879
Speaker 1: and everyone, but we thought that you would appreciate it

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00:27:12,960 --> 00:27:17,960
Speaker 1: because this is, uh, this is a huge problem the

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00:27:18,000 --> 00:27:21,639
Speaker 1: prison population. We we are responsible for the largest prison

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00:27:21,640 --> 00:27:24,840
Speaker 1: population in the world. And in order to drill down

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00:27:24,920 --> 00:27:26,960
Speaker 1: into that and try to figure out why, you have

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00:27:27,160 --> 00:27:30,000
Speaker 1: to look at schools. Yeah, I mean, certainly there are

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00:27:30,040 --> 00:27:32,880
Speaker 1: other other parts of the problem. You can get into

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00:27:32,960 --> 00:27:36,040
Speaker 1: the privatization of prisons, etcetera. But this is a major

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00:27:36,119 --> 00:27:40,439
Speaker 1: component and and his uh, you know, it's it's not

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00:27:40,520 --> 00:27:43,359
Speaker 1: pleasant information, but particularly if you're if you're a citizen

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00:27:43,359 --> 00:27:45,680
Speaker 1: in the United States, I feel like it's it's really

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00:27:45,680 --> 00:27:48,879
Speaker 1: important to have some of these facts bouncing around in

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00:27:48,920 --> 00:27:52,720
Speaker 1: your skull. And as we get into um greater discussion

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00:27:53,000 --> 00:27:56,199
Speaker 1: of of how racial bias works in the brain in

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00:27:56,320 --> 00:27:59,479
Speaker 1: a subsequent episode. UM, you know, it's important to have

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00:27:59,560 --> 00:28:01,439
Speaker 1: this to the all back to because it's easy to

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00:28:01,440 --> 00:28:04,080
Speaker 1: sort of fall back on, oh, well, you know, implicit

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00:28:04,119 --> 00:28:06,800
Speaker 1: bias that just relates to how I, you know, how

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00:28:06,840 --> 00:28:09,359
Speaker 1: I interact with you know, a person of another race

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00:28:09,400 --> 00:28:11,919
Speaker 1: and the elevator or something. Uh, it's it's good too,

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00:28:12,080 --> 00:28:14,560
Speaker 1: but it's good to to remember that they are far larger,

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00:28:15,119 --> 00:28:19,920
Speaker 1: overreaching um issues in play that are shaping children right

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00:28:19,920 --> 00:28:23,680
Speaker 1: now in classrooms and their future behavior and their future

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00:28:23,760 --> 00:28:28,520
Speaker 1: successes and failure. All right, so there you have it again. Uh,

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00:28:28,520 --> 00:28:32,320
Speaker 1: stay tuned for another episode coming up that's going to

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00:28:32,760 --> 00:28:36,159
Speaker 1: really get into racial racial bias and how that works

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00:28:36,760 --> 00:28:38,680
Speaker 1: with with the human mind and you know, how we

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00:28:38,720 --> 00:28:42,160
Speaker 1: can approach it as individual humans. Uh. In the meantime,

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00:28:42,240 --> 00:28:44,440
Speaker 1: if you would like to check out more of our content,

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00:28:44,720 --> 00:28:48,880
Speaker 1: past episodes, etcetera. Videos, anything you like, you'll find them

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00:28:48,880 --> 00:28:51,920
Speaker 1: a stuffabole your mind dot com. That is the homepage

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00:28:52,000 --> 00:28:55,040
Speaker 1: the Mothership and uh that's where you also find links

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00:28:55,120 --> 00:28:57,760
Speaker 1: up of social media accounts that we handle, and if

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00:28:57,760 --> 00:28:59,840
Speaker 1: you guys have any first person experiences you would like

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00:28:59,880 --> 00:29:01,560
Speaker 1: to share with us, we hope you do so, and

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00:29:01,760 --> 00:29:05,000
Speaker 1: you can email us blow the mind at how staff

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00:29:05,000 --> 00:29:11,360
Speaker 1: works dot com. For more on this and thousands of

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00:29:11,360 --> 00:29:19,520
Speaker 1: other topics, visit how stuff works dot com