DOI
https://doi.org/10.25772/2AHP-K213
Author ORCID Identifier
https://orcid.org/0009-0008-3301-4886
Defense Date
2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Charol Shakeshaft
Second Advisor
David Naff
Third Advisor
Abigail Conley
Fourth Advisor
Sunny Shin
Fifth Advisor
Kellie Carlyle
Abstract
The school-to-prison pipeline (STPP) is a widely recognized and extensively studied metaphor used to describe the process by which school discipline policies increase the risk of juvenile justice system involvement, particularly among historically marginalized populations. While it has been instrumental in shaping educational policy, the STPP framework has not evolved to account for the critical impact of trauma on learning and behavioral outcomes. Furthermore, it overlooks the role of systemic inequality that increases trauma exposure and produces concentric patterns of marginalization.
Drawing on research across the fields of education, public health, sociology, and criminal justice, this study proposes a theoretical framework for an expanded model of the STPP, often referred to as the trauma-to-prison pipeline (TTPP). Using data from the Minnesota Student Survey, this dissertation examines the intersection of adverse childhood experiences (ACEs), school behavior and discipline practices, and the structural conditions that increase both the risk of trauma exposure and incarceration. Findings support the assertion that systemic inequality is associated with an increased risk of trauma exposure—which is linked to negative learning and behavioral outcomes—and exclusionary discipline, particularly among students of color.
This work emphasizes the need to replace reactive, punitive discipline models with trauma-responsive, preventive approaches that proactively address the root causes of student behavior. The TTPP framework provides a lens through which educators, researchers, and policymakers can better understand the cyclical forces that contribute to youth criminalization. It envisions an equity-centered education system where schools act as stop valves, interrupting the flow of youth into the justice system rather than propelling them toward it.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
5-9-2025
CV