Surveillance, Discipline, and the Criminalization of Marginalized Youth
In modern society, the mechanisms of surveillance and discipline extend beyond prisons
and into schools, shaping the experiences of marginalized youth. The educational system,
rather than serving as a space for learning and empowerment, often functions as an institution
of control, disproportionately subjecting Black and Latino students to heightened scrutiny and
severe disciplinary measures. This dynamic mirrors Michel Foucault’s concept of the
panopticon, in which individuals internalize the gaze of an unseen authority, modifying their
behavior under the constant threat of punishment. The school-to-prison pipeline exemplifies
this reality, as strict disciplinary policies push vulnerable students out of educational institutions
and into the juvenile and criminal justice systems.
Studies have shown that Black students are more likely to face suspensions, expulsions,
and even arrests for behaviors that are overlooked or handled differently when exhibited by
their White peers. This racial disparity in discipline is not merely incidental but rather a
reflection of deeper systemic biases that criminalize Black and Latino youth from an early age.
The consequences extend beyond school walls, as the stigma of punishment follows these
students into their communities, limiting their opportunities for social and economic mobility.
Beyond institutional policies, the surveillance imposed on marginalized youth is often
internalized within families and communities. Parents, fearing for their children's safety and
futures, impose strict behavioral expectations in an attempt to shield them from institutional
harm. However, this protective discipline can inadvertently mirror the very control mechanisms
used by the system, reinforcing cycles of self-regulation and psychological confinement.
The result is a reality in which marginalized individuals live under dual surveillance—by
external authorities and by themselves.The persistence of these oppressive structures demands
urgent reform. Shifting from punitive approaches to restorative justice models can help disrupt
the school-to-prison pipeline, fostering an educational environment that prioritizes support
over criminalization. Recognizing and dismantling the biases embedded in disciplinary practices
is essential in creating a system that truly serves all students, rather than one that
disproportionately punishes the most vulnerable. Addressing these issues requires not only
policy changes but also a collective commitment to redefining the role of education in shaping a
just and equitable society.