{"id":3691,"date":"2023-01-25T18:53:18","date_gmt":"2023-01-25T23:53:18","guid":{"rendered":"https:\/\/votingaccessforall.org\/?p=3691"},"modified":"2023-01-25T18:53:22","modified_gmt":"2023-01-25T23:53:22","slug":"important-date-in-blocking-school-to-prison-pipeline","status":"publish","type":"post","link":"https:\/\/votingaccessforall.org\/es\/2023\/01\/important-date-in-blocking-school-to-prison-pipeline\/","title":{"rendered":"Fecha importante en el bloqueo de la tuber\u00eda de la escuela a la prisi\u00f3n"},"content":{"rendered":"
\"\"<\/figure>\n\n\n\n

<\/p>\n\n\n\n

El 25 de enero de 2016, la Corte Suprema de los Estados Unidos dictamin\u00f3 6-3 que su decisi\u00f3n de 2012 en Miller contra Alabama<\/em> (que convirti\u00f3 la cadena perpetua sin libertad condicional en una pena inconstitucional para los menores) se aplicar\u00e1 retroactivamente a las m\u00e1s de 2.600 personas previamente condenadas a cadena perpetua sin libertad condicional cuando eran ni\u00f1os. Por muy importante que haya sido este fallo, es s\u00f3lo un paso en el esfuerzo por eliminar el camino de la escuela a la prisi\u00f3n para los ni\u00f1os de este pa\u00eds. <\/p>\n\n\n\n

En el s\u00e9ptimo aniversario de esta decisi\u00f3n, VAAC destaca la historia de este problema con el siguiente extracto del Escuela de Educaci\u00f3n de la Universidad Americana<\/a>.<\/p>\n\n\n\n

El trayecto de la escuela a la prisi\u00f3n se refiere a pr\u00e1cticas y pol\u00edticas que colocan desproporcionadamente a los estudiantes de color en el sistema de justicia penal. La aplicaci\u00f3n sesgada de duras medidas disciplinarias y el uso excesivo de remisiones a las autoridades contribuyen al problema, poniendo a los estudiantes vulnerables al fracaso e ignorando las causas subyacentes.<\/p>\n\n\n\n

\u00bfC\u00f3mo pueden los educadores poner fin al proceso de la escuela a la prisi\u00f3n? El primer paso es considerar un enfoque alternativo a la disciplina escolar.<\/p>\n\n\n\n

Los peligros de las pol\u00edticas de tolerancia cero<\/h2>\n\n\n\n

Las pol\u00edticas de tolerancia cero surgen de la guerra contra las drogas y de leyes estrictas contra el crimen que aumentaron enormemente el encarcelamiento masivo en Estados Unidos durante los a\u00f1os 1980 y 1990. La expansi\u00f3n de tales pol\u00edticas para abordar el crimen entre los j\u00f3venes y los entornos escolares condujo a lo que los defensores de la educaci\u00f3n y la justicia social ahora llaman el conducto de la escuela a la prisi\u00f3n.<\/p>\n\n\n\n

El origen de las pol\u00edticas de tolerancia cero<\/h3>\n\n\n\n

Las pol\u00edticas de tolerancia cero en las escuelas p\u00fablicas se originaron con la Ley de Escuelas Libres de Armas (GFSA) de 1994. Seg\u00fan esta ley, el castigo por traer un arma de fuego a la escuela es la suspensi\u00f3n durante al menos un a\u00f1o acad\u00e9mico. La introducci\u00f3n de la GFSA condujo a la expansi\u00f3n de las pol\u00edticas de tolerancia cero para abarcar otros delitos y a un aumento de las denuncias ante las autoridades. Desde 1994, los distritos escolares tambi\u00e9n han adoptado pol\u00edticas estrictas que exigen castigos severos para delitos menos graves en un esfuerzo por desalentar delitos m\u00e1s graves.<\/p>\n\n\n\n

Los efectos de las pol\u00edticas de tolerancia cero<\/h3>\n\n\n\n

Las pol\u00edticas de tolerancia cero han aumentado dr\u00e1sticamente el n\u00famero de estudiantes suspendidos o expulsados. Esto ha tenido graves consecuencias. Por ejemplo, los estudiantes que faltan al menos 15 d\u00edas a la escuela incluso en un solo a\u00f1o tienen siete veces m\u00e1s probabilidades de abandonar la escuela secundaria. Los estudiantes que no completan su educaci\u00f3n tienen m\u00e1s probabilidades de experimentar resultados negativos como pobreza, mala salud o tiempo en el sistema de justicia penal. Adem\u00e1s, se ha determinado que las disparidades en la disciplina escolar contribuyen a las disparidades en las oportunidades de aprendizaje. Tambi\u00e9n se ha determinado que los estudiantes negros pierden casi cinco veces m\u00e1s d\u00edas de instrucci\u00f3n como resultado de suspensiones fuera de la escuela en comparaci\u00f3n con los estudiantes blancos.<\/p>\n\n\n\n

\u00bfQui\u00e9n es el m\u00e1s afectado por el proceso de la escuela a la prisi\u00f3n?<\/h1>\n\n\n\n

El trayecto de la escuela a la prisi\u00f3n se refiere a pr\u00e1cticas y pol\u00edticas que colocan desproporcionadamente a los estudiantes de color en el sistema de justicia penal. La aplicaci\u00f3n sesgada de duras medidas disciplinarias y el uso excesivo de remisiones a las autoridades contribuyen al problema, poniendo a los estudiantes vulnerables al fracaso e ignorando las causas subyacentes. \u00bfC\u00f3mo pueden los educadores poner fin al proceso de la escuela a la prisi\u00f3n? El primer paso es considerar un enfoque alternativo a la disciplina escolar. Las estad\u00edsticas pintan un panorama sombr\u00edo: los estudiantes de grupos marginados corren el mayor riesgo de verse arrastrados al camino de la escuela a la prisi\u00f3n.<\/p>\n\n\n\n

Factores de riesgo para la participaci\u00f3n juvenil en el sistema de justicia<\/h3>\n\n\n\n

Existen diferentes niveles de factores de riesgo relacionados con la participaci\u00f3n juvenil en el sistema de justicia. Los factores de riesgo individuales incluyen comportamiento antisocial, hiperactividad y abuso de sustancias. Los factores de riesgo familiar incluyen padres abusivos, estatus socioecon\u00f3mico bajo y paternidad adolescente. Los factores de riesgo de los pares incluyen el acoso de los pares, la pertenencia a pandillas y los v\u00ednculos sociales d\u00e9biles. Los factores escolares y comunitarios incluyen comunidades empobrecidas o desorganizadas y un rendimiento acad\u00e9mico deficiente.<\/p>\n\n\n\n

\u00bfCu\u00e1ntos estudiantes reciben suspensiones fuera de la escuela?<\/h3>\n\n\n\n

2,7 millones de estudiantes K-12 recibieron una o m\u00e1s suspensiones fuera de la escuela durante el a\u00f1o escolar 2015-16. Esta cifra revel\u00f3 un impacto desproporcionado en los estudiantes negros o afroamericanos. Si bien este grupo demogr\u00e1fico constitu\u00eda solo 8% de estudiantes masculinos y femeninos, representaba 25% y 14% de las suspensiones fuera de la escuela de sus respectivos g\u00e9neros.<\/p>\n\n\n\n

En comparaci\u00f3n, los estudiantes blancos recibieron suspensiones fuera de la escuela a un ritmo menor que su matr\u00edcula. Si bien 25% de la poblaci\u00f3n estudiantil masculina y 24% de la poblaci\u00f3n estudiantil femenina eran blancos, solo representaron 24% y 8% de suspensiones fuera de la escuela, respectivamente.<\/p>\n\n\n\n

Entre los estudiantes hispanos o latinos, los estudiantes varones recibieron muchas m\u00e1s suspensiones fuera de la escuela que las mujeres. Los hombres y mujeres hispanos y latinos constitu\u00edan 13% de la poblaci\u00f3n estudiantil, pero representaban 15% y 6% de suspensiones fuera de la escuela, respectivamente.<\/p>\n\n\n\n

\u00bfA cu\u00e1ntos estudiantes afectan las referencias y arrestos de las autoridades?<\/h3>\n\n\n\n

290,600 estudiantes fueron remitidos a agencias policiales o arrestados durante el a\u00f1o escolar 2015-16. S\u00f3lo 15% de estudiantes eran negros o afroamericanos, pero estos estudiantes representaban 31% de referencias y arrestos policiales. 49% de los estudiantes eran blancos, pero estos estudiantes representaban solo 36% de referencias o arrestos por parte de las fuerzas del orden. 26% de los estudiantes eran hispanos o latinos, y estos estudiantes representaron 24% de referencias o arrestos policiales.<\/p>\n\n\n\n

Por qu\u00e9 los estudiantes de color se ven afectados desproporcionadamente<\/h3>\n\n\n\n

Los estudiantes de comunidades marginadas tienen m\u00e1s probabilidades de terminar en el camino de la escuela a la prisi\u00f3n debido al racismo sist\u00e9mico. Tambi\u00e9n conocido como racismo estructural o institucional, el racismo sist\u00e9mico se refiere a sistemas y pol\u00edticas que crean y\/o mantienen desigualdades raciales.<\/p>\n\n\n\n

Las acciones disciplinarias que resultan en remisiones judiciales, suspensiones o expulsiones (todas las cuales aumentan la probabilidad de abandonar los estudios e ingresar al sistema de justicia juvenil) se aplican desproporcionadamente a los estudiantes de color. Adem\u00e1s, los estudiantes negros tienen m\u00e1s probabilidades que sus compa\u00f1eros blancos de ser suspendidos, expulsados o arrestados por el mismo tipo de conducta. Adem\u00e1s, los estudiantes negros son suspendidos o expulsados a un ritmo casi 3,5 veces mayor que el de los estudiantes blancos.<\/p>\n\n\n\n

C\u00f3mo se ven afectados los estudiantes de color<\/h3>\n\n\n\n

El trayecto de la escuela a la prisi\u00f3n provoca que un n\u00famero desproporcionado de estudiantes de color abandonen la escuela y entren al sistema de justicia penal, lo que puede tener efectos negativos que cambian sus vidas.<\/p>\n\n\n\n

Por ejemplo, los estudiantes que no completan la escuela secundaria tienen m\u00e1s probabilidades de ser encarcelados. Esto les da antecedentes penales, lo que puede hacer que les resulte m\u00e1s dif\u00edcil conseguir una vivienda, generar cr\u00e9dito, conseguir empleo y calificar para recibir asistencia p\u00fablica. Adem\u00e1s, los estudiantes condenados por un delito grave enfrentan obst\u00e1culos a\u00fan mayores para encontrar empleo y pueden perder sus derechos de voto y su elegibilidad para recibir ayuda financiera. Los estudiantes que no completan la escuela secundaria tambi\u00e9n ganan salarios m\u00e1s bajos en comparaci\u00f3n con sus pares que se grad\u00faan.<\/p>\n\n\n\n

El poder curativo de la justicia restaurativa<\/h2>\n\n\n\n

Para ayudar a eliminar el conducto de la escuela a la prisi\u00f3n, los educadores deber\u00edan considerar reemplazar las pol\u00edticas de tolerancia cero con justicia restaurativa.<\/p>\n\n\n\n

Un nuevo enfoque: justicia restaurativa<\/h3>\n\n\n\n

La justicia restaurativa busca comprender las causas subyacentes del mal comportamiento, reparar los da\u00f1os y crear un sentido de comunidad. Este proceso se divide en varias pr\u00e1cticas restaurativas. La primera pr\u00e1ctica es abordar las disparidades en las pr\u00e1cticas disciplinarias mediante la revisi\u00f3n y el seguimiento de las pol\u00edticas y pr\u00e1cticas para garantizar que las medidas disciplinarias no se apliquen injustamente. La segunda pr\u00e1ctica es crear un ambiente escolar de apoyo que se centre en el acuerdo y la mediaci\u00f3n en lugar del castigo. La tercera pr\u00e1ctica es utilizar la capacitaci\u00f3n y el desarrollo profesional para desarrollar competencia cultural, ampliar las habilidades de comunicaci\u00f3n, abordar los prejuicios culturales y aprender sobre el trauma educativo.<\/p>\n\n\n\n

Un mejor enfoque<\/h2>\n\n\n\n

La justicia restaurativa es un enfoque alternativo a la disciplina escolar que tiene el potencial de descubrir las causas subyacentes del mal comportamiento y mejorar los resultados de los estudiantes. Al invertir en la salud y el bienestar de los estudiantes, los educadores est\u00e1n invirtiendo en el futuro de este pa\u00eds.<\/p>","protected":false},"excerpt":{"rendered":"

On January 25th, 2016, the United States Supreme Court ruled 6-3 that its 2012 decision in Miller v. Alabama (which rendered life without parole an unconstitutional penalty for juveniles) will apply retroactively to the more than 2600 individuals previously sentenced to life without parole as children. As significant as this ruling has been, it is […]<\/p>\n","protected":false},"author":4,"featured_media":3696,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_gspb_post_css":"","progress_planner_page_todos":"","activitypub_content_warning":"","activitypub_content_visibility":"","activitypub_max_image_attachments":3,"activitypub_interaction_policy_quote":"anyone","activitypub_status":"","footnotes":""},"categories":[6],"tags":[],"progress_planner_page_types":[],"class_list":["post-3691","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-in-the-news"],"yoast_head":"\nImportant Date in Blocking School to Prison Pipeline – Voting Access For All<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/votingaccessforall.org\/es\/2023\/01\/important-date-in-blocking-school-to-prison-pipeline\/\" \/>\n<meta property=\"og:locale\" content=\"es_MX\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Important Date in Blocking School to Prison Pipeline – Voting Access For All\" \/>\n<meta property=\"og:description\" content=\"On January 25th, 2016, the United States Supreme Court ruled 6-3 that its 2012 decision in Miller v. 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