Critical Race Feminism, Health, and Restorative Practices in Schools: Centering the Experiences of Black and Latina Girls

39 Pages Posted: 6 Feb 2023

See all articles by Thalia González

Thalia González

University of California Hastings College of Law ; Georgetown Law Center

Rebecca Epstein

Georgetown University Law Center - Center on Gender Justice & Opportunity

Date Written: 2022

Abstract

Restorative practices (RP) in K-12 schools in the United States have grown exponentially since the early 1990s. Developing against a backdrop of systemic racism, RP has become embedded in education practice and policy to counteract the harmful and persistent patterns of disparities in school discipline experienced by students of color. Within this legal, social, and political context, the empirical evidence that has been gathered on school-based restorative justice has framed and named RP as a behavioral intervention aimed at reducing discipline incidents—that is, an “alternative” to punitive and exclusionary practices. While this view of RP is central to dismantling discriminatory systems, we argue it reflects an unnecessarily limited understanding of its potential and has generated unintended consequences in the field of RP research. First, the reactive RP model of analysis focuses more exclusively on behavioral change, rather than systemic improvement, to address discipline disparities. Second, RP research has insufficiently examined the potential role of RP in achieving health justice. Third, RP research too rarely engages in intersectional analyses that critically examine gendered racism. This study is intended as a course correction. Building on the work of legal scholars, public health researchers, sociologists, restorative justice practitioners, and our own prior work, this original study is the first to examine non-disciplinary RP through a critical race feminist lens, and—just as importantly—a public health praxis. Our findings reveal that the interplay between RP and adolescent health, race, and gender can no longer be overlooked. Proactive non-disciplinary RP was found to promote supportive school environments that enhance five key protective health factors for Black and Latina girls. Additionally, results indicate that RP improved the mental health and wellbeing of Black and Latina girls, building fundamental resilience skills that can help overcome the complex array of social structures that serve to disempower and disenfranchise girls and harm their educational and health outcomes.

Keywords: restorative justice, education, critical race feminism, reform, policy, qualitative research

Suggested Citation

González, Thalia and Epstein, Rebecca, Critical Race Feminism, Health, and Restorative Practices in Schools: Centering the Experiences of Black and Latina Girls ( 2022). Michigan Journal of Gender & Law, Vol. 29, No. 490, 2022, Available at SSRN: https://ssrn.com/abstract=4340488

Thalia González (Contact Author)

University of California Hastings College of Law ( email )

200 McAllister St
San Francisco, CA 94102
United States

HOME PAGE: http://https://www.uchastings.edu/people/thalia-gonzalez/

Georgetown Law Center ( email )

Washington, DC
United States

Rebecca Epstein

Georgetown University Law Center - Center on Gender Justice & Opportunity ( email )

600 New Jersey Avenue, NW
Washington, DC 20001
United States

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