This work seeks to provide ways in which to think about how institutional culture is formed, how it works, and how it can be changed. Essays from a variety of perspectives compare efforts to confront issues of diversity based on race, gender and sexual orientation.

Answers the calls of grassroots communities pressing for integration and increased education funding with a complete rethinking of school discipline In the era of zero tolerance, we are flooded with stories about schools issuing draconian punishments for relatively innocent behavior. One student was suspended for chewing a Pop-Tart into the shape of a gun. Another was expelled for cursing on social media from home. Suspension and expulsion rates have doubled over the past three decades as zero tolerance policies have become the normal response to a host of minor infractions that extend well beyond just drugs and weapons. Students from all demographic groups have suffered, but minority and special needs students have suffered the most. On average, middle and high schools suspend one out of four African American students at least once a year. The effects of these policies are devastating. Just one suspension in the ninth grade doubles the likelihood that a student will drop out. Fifty percent of students who drop out are subsequently unemployed. Eighty percent of prisoners are high school drop outs. The risks associated with suspension and expulsion are so high that, as a practical matter, they amount to educational death penalties, not behavioral correction tools. Most important, punitive discipline policies undermine the quality of education that innocent bystanders receive as well—the exact opposite of what schools intend. Derek Black, a former attorney with the Lawyers’ Committee for Civil Rights Under Law, weaves stories about individual students, lessons from social science, and the outcomes of courts cases to unearth a shockingly irrational system of punishment. While schools and legislatures have proven unable and unwilling to amend their failing policies, Ending Zero Tolerance argues for constitutional protections to check abuses in school discipline and lays out theories by which courts should re-engage to enforce students’ rights and support broader reforms.

This compelling volume helps students analyze zero tolerance policies in U.S. public schools, as authors debate the effectiveness and fairness of such policies. Readers will form their own well researched opinion by evaluating each viewpoint offered, ranging in topics such as whether zero tolerance creates risks, whether it harms teachers, whether it treats students and criminals, and most importantly, whether it violates a student's rights.

What is policing about and who defines it? This book examines these key issues by exploring the notion of zero tolerance and its application in different settings. Following its introduction in New York, and the seemingly dramatic reduction in crime, zero tolerance policing was taken up in a number of other countries, including the UK and the Netherlands. This book examines that process. It argues that this policy was, in fact, nothing more than a return to old-style, crime control policing. While it did foster the swift analysis of crime patterns and more assertive policing of public places, it could lean towards repression and demonising of certain groups. Examining the EEE Examining the EEEExamining the negative response of leading police officers and the policy's debatable impact on crime, the author concludes that zero tolerance in the UK and Netherlands was more of a populist political and media creation than a coherent policy. This book is far more than an authoritative analysis of zero tolerance. It is a valuable source for entering the debate about the big picture in policing which many stakeholders now wish to see. The approachable style of this book makes it ideal for students, academics, police practitioners and the lay reader to enter that debate.