Responding to Two Peers About Priming

Responding to Two Peers About Priming

Hello,

Thank you for your post. You were mainly concerned with the negative consequences of priming on young people in America, particularly about constructing a pipeline to prison rather than a pipeline to higher education. You emphasize the significance of peer attitudes and support and the value of resources and encouraging behavior in schools. The reasoning fits with the concept of a self-fulfilling prophecy. People repeatedly led to believe they will go to jail or prison may internalize this view and act in ways that support it. People are more likely to strive for academic success and look for possibilities that will keep them out of the prison pipeline if they are raised to believe in their capacity for college (Basford et al., 2020). Addressing the structural and societal issues contributing to these priming effects, such as systemic disparities, a lack of resources, and constrained support systems, is critical to promoting equitable possibilities for all young people to pursue a happy future.

 References

Basford, L., Lewis, J., & Trout, M. (2020). It Can Be Done: How One Charter School Combats the School-to-Prison Pipeline. The Urban Review, 53(3). https://doi.org/10.1007/s11256-020-00583-x

 Responding To Peer 2

Hello,

This is a great post. I like how you described priming as a conditioning process driven by various variables, including race, peer pressure, financial status, and family values. You emphasize the importance of family, friends, teachers, and school staff interventions in ending the pipeline from schools to prisons, especially in minority populations. People have the power to shape their destinies, so attempts to improve the system are essential. The school-to-prison pipeline disproportionately affects Students of color (Cunneen et al., 2023). Your data showing that African American students are more likely to be suspended for behavioral infractions in schools employing positive behavior supports reflects the structural problems that sustain the pipeline.

Furthermore, racism institutionalized in the educational system is a grave problem that demands attention. The priming that marginalized communities go through provides the groundwork for their life’s direction. Issues including discriminatory punishment methods, unequal access to high-quality education, and limited educational opportunities contribute to the continuation of the school-to-prison pipeline for minority pupils, which supports your claim.

 References

Cunneen, C., Deckert, A., Porter, A., Tauri, J., & Webb, R. (2023). The Routledge International Handbook on Decolonizing Justice. In Google Books. Taylor & Francis. https://books.google.com/books?hl=en&lr=&id=uMDGEAAAQBAJ&oi=fnd&pg=PT381&dq=students+of+color+are+disproportionately+affected+by+the+school-to-prison+pipeline&ots=mShjzNaPOB&sig=

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Peer 1.) Priming is defined as an experience with a person, object, or situation that positively or negatively influences later interactions with the same person, object, or situation (American Psychological Association, 2023).

Responding to Two Peers About Priming

As we learned during the TED Talk assigned for this week’s discussion (Goffman, A. 2015), there are detrimental effects associated with priming America’s youth on a pipeline to prison as opposed to a pipeline to college. If an individual’s peers believe that person will go to college, they will likely have more support and more belief in their own success. If an individual’s peers believe they will go to prison, they will have little or no support and will likely give up on themselves. In a similar study, (Prins et al., 2022) found that the adolescents at the highest risk of adverse outcomes in school, including substance use, violence, discipline, and/or police intervention, were students who had little or no support at home or within their community, did not have a general feeling of safety in their daily lives, and did not have access to healthy social-emotional resources. They also found that students who attended schools that relied more heavily on discipline and negative consequences had a higher rate of negative behavior at school as opposed to students who attended schools with more psychological interventions and positive reinforcement. We cannot expect adolescents to proactively pursue solutions to breaking these cycles or pipelines to prison when they have little to no access to resources and limited or no support systems.

Peer 2.) Priming, in my opinion, would be defined as a sort of conditioning you may receive as you are in childhood. All these factors can play a role. Examples include family values (privilege in most cases), the environment (support or lack thereof), socioeconomic status, and peer pressure, amongst other things, which can all play a role in the path given or chosen. And yes, race plays a huge factor in this as well. But we are all the conductors of our own fate it is up to us to do something about it – change it for the better. The school-to-prison pipeline is higher in the minority community. All of the difference can be made with certain interventions from family, friends, teachers, school personnel, and so on to help stop this vicious cycle in the minority community.