Connecting Classroom Management and the Cradle-to-Prison Pipeline

1. Based on your experiences in schools (as an educator or student), what are some examples of how you have observed the cradle-to-prison pipeline (CTPP) manifest itself?
    
2. In chapter two on page 36, the authors provide a table of “outside-of-school” and “inside-of-school” factors that underlie the CTPP.  What are your general reactions to the factors that are outlined? Do you agree or disagree with any factors? Why or why not?  What other factors do you believe are missing from these lists that should be included? 
    
3. Did/do any of the schools you’ve worked in or attended have school resource officers (SROs)?  Describe your and students’ relationship with these individuals.  What were the resource officers’ overall impact on, and reputation in, the school?
    
4. On pages 49-50 of chapter two, the authors provide the story of “Marcus” to highlight possible ways a student may experience the CTPP. How did this story resonate with your schooling experience(s) either as an educator or student?
    
5. At the end of chapter two, the authors advise readers to “think about the ways students can play an active role in thinking about and disrupting the CTPP.” What might some of these ways look like in your professional/academic contexts? What particular activities, assignments and actions could engage students in examining and working to dismantle the CTPP?