[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602530-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-602530-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","saving-the-lost-boys-narratives-of-discipline-disproportionality","Saving the Lost Boys: Narratives of Discipline Disproportionality","","Explores how discriminatory adult disciplinary practices disproportionately target Latino boys within the juvenile justice system. Using critical ethnography, critical discourse analysis, and Critical Race Theory (CRT), the analysis examines race-centered narratives shaping decision-making in student discipline. Findings show that ideologies of white innocence and Latino male criminality increased surveillance, producing overrepresentation in referrals, harsher outcomes from suspension through removal, and greater contact with law enforcement. Uses Galvan’s case to illustrate inequitable practices and concludes with research-based interventions to reduce racial disproportionality and improve school safety.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/saving-the-lost-boys-narratives-of-discipline-disproportionality/602530/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/saving-the-lost-boys-narratives-of-discipline-disproportionality/602530.png","ImageObject",300,407,{"name":42,"@type":43},"pixelkiddo","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does the article explain disproportionate discipline for Latino boys?","Question",{"text":63,"@type":64},"It argues that adult practices are shaped by narratives about white innocence and Latino male criminality, which increase surveillance and lead to more referrals and punitive outcomes.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What role does the Galvan case play in the article?",{"text":68,"@type":64},"Galvan’s experience is used as a concrete example of inequitable student discipline, including how he was labeled and charged despite questionable evidence.",{"name":70,"@type":61,"acceptedAnswer":71},"Which research-based actions does the article emphasize for safer, more equitable schools?",{"text":72,"@type":64},"It concludes by pointing to effective, research-grounded practices aimed at reducing racial disproportionalities and creating more equitable disciplinary 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\nMariama Smith Gray  \nAbstract  \nIn this article, I explore how discriminatory adult practices disproportionately involve Latino boys in the juvenile justice system. I use the critical methodologies of critical ethnography, critical discourse analysis and Critical Race Theory (CRT) to provide a racecentered analysis of decision-making in student discipline. My findings reveal that ideologies/narratives of white innocence and Latino male criminality led adults to more frequent surveillance of Latino male students which, in turn, contributed to their overrepresentation in the referral process and punitive disciplinary outcomes from suspension to removal, as well as greater contact with law enforcement. I highlight the case of Galvan, a Latino male student, as an example of the practices of inequitable student discipline. I conclude with an explanation of effective research-based practices that reduce racial disproportionalities in student discipline and create safer, more equitable schools.  \nBy the time I met Galvan Gonzalez6 in the assistant principal’s office, School Resource Officer (SRO) Ethan Smith had already labeled the slight 14-year-old a “gang member.”Galvan attended ninth grade at Californiatown High School (CHS), located in Pelica, an agricultural community in Northern California that SRO Smith and others described as facing a “gang crisis.” I first met Galvan in March 2012 after he received an office discipline referral (ODR) for arriving late to class. I watched as Galvan quietly accepted his consequence without incident and left the office. Later that week, I saw Galvan again when he returned to the assistant principal’s office on another attendance matter. It was then that I learned that the polite, unremarkable-looking boy had been arrested for felony assault after  \n6 I have assigned pseudonyms to the participants, the school and town where this story  \noccurs to protect their identity.    \n53  \nparticipating in a “gang-related” fight at school the past February. By 2014 Galvan was incarcerated.  \nAlthough Galvan was arrested for felony assault and accused of being in a gang, the evidence against him was questionable. The video footage of the fight was unclear so SRO Smith had to interview student witnesses to determine what occurred. Evidence from a witness named Justo suggests that Galvan may have acted in selfdefense and may have been fighting several students at once. Justo explained that during the fight against Chico, Galvan tripped and fell backward. “I thought he was going to let him up,” the witness said, but Chico did not let Galvan up and “they went toe to toe.” Justo’s description of the events made it appear the fighters were engaged in what officials at the school call mutual combat. Justo’s description had Galvan falling, Arturo entering the fight on his behalf and one of the three falling again. “He fell on him then went toe to toe,” Justo described. I wasn’t sure who fell on who during the fight, but the next description of the fight explained why Galvan was arrested.“Chico looked like he didn’t know where he was at,” Justo explained. SRO Smith, the school resource officer assigned to Californiatown High School (CHS), later described Chico’s injury as “a boxer’s cut”. SRO Smith later explained that the charge for felony assault was due to the “traumatic injury” Chico sustained during the fight.  \nGiven Galvan’s relationship with SRO Smith, it is not surprising that he was charged with a felony or positioned as a member of a gang. SRO Smith was a police officer who also worked patrol and was a member of the department’s Special Weapons and Tactics (SWAT) team. Although he couldn’t remember the details of their meeting nor how he learned so much about Galvan’s personal history, SRO Smith recalled they first met in his neighborhood. Galvan had “got[ten] in trouble” in Los Angeles, where his father lived.“[H]e was on probation that","cbCaif5WzJ3gjK2T","https://ap.wps.com/l/cbCaif5WzJ3gjK2T","pdf",576907,27,"English","# Abstract\n# Case Narrative: Galvan Gonzalez\n## Discipline referral and surveillance\n## Arrest and questioned evidence\n## Teacher referrals and fast passes\n# Racial disproportionality in discipline outcomes\n# Research-based practices for reducing disparities","[{\"question\":\"How does the article explain disproportionate discipline for Latino boys?\",\"answer\":\"It argues that adult practices are shaped by narratives about white innocence and Latino male criminality, which increase surveillance and lead to more referrals and punitive outcomes.\"},{\"question\":\"What role does the Galvan case play in the article?\",\"answer\":\"Galvan’s experience is used as a concrete example of inequitable student discipline, including how he was labeled and charged despite questionable evidence.\"},{\"question\":\"Which research-based actions does the article emphasize for safer, more equitable schools?\",\"answer\":\"It concludes by pointing to effective, research-grounded practices aimed at reducing racial disproportionalities and creating more equitable disciplinary systems.\"}]","Saving the Lost Boys: Narratives of Discipline Disproportionality | PDF",1792094823,68]