{"id":{"repo_id":"mississippi","oai_identifier":"oai:egrove.olemiss.edu:etd-1844"},"canonical_url":"https://search.dev.ndltd.org/etd/mississippi/oai:egrove.olemiss.edu:etd-1844","repository":{"repo_id":"mississippi","name":"University of Mississippi","base_url":"https://egrove.olemiss.edu/do/oai/"},"display":{"title":"Funneled Into Prison: Race And Behavior Modification At A Mississippi Alternative School","abstract":"African American youth are 3.5 times more likely than their white counterparts to be expelled from traditional public schools and sent to an alternative school—an exclusionary disciplinary setting focused on behavior modification. Yet how administrators and faculty supervise students’ behavioral achievement in these settings is seldom examined. This research investigates how faculty and administrators define and implement a behavior modification program at Richmond Learning Center, an alternative education setting in Mississippi, and places African American boys as young as 12 years old on a path to prison. To understand how faculty and administrators perceive and practice this program, I performed 9 semi-structured interviews with administrators and faculty and approximately 100 hours of participant observations at the school. I find that administrators and faculty implement a structurally undefined behavior modification program that 1) takes a hands-off approach to the educational and behavioral development of its students; and 2) relies on both the insidious and spectacular surveillance of its African American students. Notably, while faculty and administrators acknowledge the shortcomings of the alternative system, they ultimately blame students who get in trouble under the watchful eyes of the school. These findings have important implications for understanding how some alternative centers criminalize African American boys and places them in the school-to-prison pipeline.","abstract_html":"African American youth are 3.5 times more likely than their white counterparts to be expelled from traditional public schools and sent to an alternative school—an exclusionary disciplinary setting focused on behavior modification. Yet how administrators and faculty supervise students’ behavioral achievement in these settings is seldom examined. This research investigates how faculty and administrators define and implement a behavior modification program at Richmond Learning Center, an alternative education setting in Mississippi, and places African American boys as young as 12 years old on a path to prison. To understand how faculty and administrators perceive and practice this program, I performed 9 semi-structured interviews with administrators and faculty and approximately 100 hours of participant observations at the school. I find that administrators and faculty implement a structurally undefined behavior modification program that 1) takes a hands-off approach to the educational and behavioral development of its students; and 2) relies on both the insidious and spectacular surveillance of its African American students. Notably, while faculty and administrators acknowledge the shortcomings of the alternative system, they ultimately blame students who get in trouble under the watchful eyes of the school. These findings have important implications for understanding how some alternative centers criminalize African American boys and places them in the school-to-prison pipeline.","abstract_has_math":false,"creators":["Griffin, Daniela Alexandria"],"institution":null,"degree_name":"M.A. in Sociology","degree_level":"Thesis","degree_discipline":"Sociology and Anthropology","degree_department":null,"school":null,"contributors":["Amy McDowell","James M. Thomas","Kirk Johnson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T03:05:59Z","subjects":["African American Boys","Alternative Education","Behavior Modification Program","School Discipline","School-To-Prison Pipeline","Sociology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://egrove.olemiss.edu/etd/845","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Amy McDowell","James M. Thomas","Kirk Johnson"]},{"key":"dc:creator","label":"Author","values":["Griffin, Daniela Alexandria"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-06-28T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Sociology and Anthropology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Sociology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["African American Boys","Alternative Education","Behavior Modification Program","School Discipline","School-To-Prison Pipeline","Sociology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://egrove.olemiss.edu/etd/845"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["African American youth are 3.5 times more likely than their white counterparts to be expelled from traditional public schools and sent to an alternative school—an exclusionary disciplinary setting focused on behavior modification. Yet how administrators and faculty supervise students’ behavioral achievement in these settings is seldom examined. This research investigates how faculty and administrators define and implement a behavior modification program at Richmond Learning Center, an alternative education setting in Mississippi, and places African American boys as young as 12 years old on a path to prison. To understand how faculty and administrators perceive and practice this program, I performed 9 semi-structured interviews with administrators and faculty and approximately 100 hours of participant observations at the school. I find that administrators and faculty implement a structurally undefined behavior modification program that 1) takes a hands-off approach to the educational and behavioral development of its students; and 2) relies on both the insidious and spectacular surveillance of its African American students. Notably, while faculty and administrators acknowledge the shortcomings of the alternative system, they ultimately blame students who get in trouble under the watchful eyes of the school. These findings have important implications for understanding how some alternative centers criminalize African American boys and places them in the school-to-prison pipeline."]},{"key":"dc:title","label":"Title","values":["Funneled Into Prison: Race And Behavior Modification At A Mississippi Alternative School"]}]}],"canonical_facts":{"dc:contributor":["Amy McDowell","James M. Thomas","Kirk Johnson"],"dc:creator":["Griffin, Daniela Alexandria"],"dc:date.available":["2019-06-28T07:00:00Z"],"dc:description.abstract":["African American youth are 3.5 times more likely than their white counterparts to be expelled from traditional public schools and sent to an alternative school—an exclusionary disciplinary setting focused on behavior modification. Yet how administrators and faculty supervise students’ behavioral achievement in these settings is seldom examined. This research investigates how faculty and administrators define and implement a behavior modification program at Richmond Learning Center, an alternative education setting in Mississippi, and places African American boys as young as 12 years old on a path to prison. To understand how faculty and administrators perceive and practice this program, I performed 9 semi-structured interviews with administrators and faculty and approximately 100 hours of participant observations at the school. I find that administrators and faculty implement a structurally undefined behavior modification program that 1) takes a hands-off approach to the educational and behavioral development of its students; and 2) relies on both the insidious and spectacular surveillance of its African American students. Notably, while faculty and administrators acknowledge the shortcomings of the alternative system, they ultimately blame students who get in trouble under the watchful eyes of the school. These findings have important implications for understanding how some alternative centers criminalize African American boys and places them in the school-to-prison pipeline."],"dc:identifier":["https://egrove.olemiss.edu/etd/845"],"dc:subject":["African American Boys","Alternative Education","Behavior Modification Program","School Discipline","School-To-Prison Pipeline","Sociology"],"dc:title":["Funneled Into Prison: Race And Behavior Modification At A Mississippi Alternative School"],"thesis:degree_discipline":["Sociology and Anthropology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Sociology"]},"updated_at":"2026-07-24T03:05:59Z"}