Browsing by Author "Waterhouse, Carlton"

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    Factors that Influence Mass Incarceration among African-Americans
    (Office of the Vice Chancellor for Research, 2015-04-17) Egunyomi, Ayobami; Waterhouse, Carlton
    Mass incarceration refers to the high rate of imprisonment among a certain racial group. The problem of mass incarceration is common among African-Americans. The main objective of this study is to identify the major factors that lead to the high rate of incarceration among African-Americans. For years, the issue of mass incarceration has been a subject of controversy. While some believe mass incarceration is a subtle form of racism against African-Americans and a posteffect of slavery, some others view it as an adaptation to the demands of the society. Due to these different assertions on the issue of mass incarceration and also the impact of mass incarceration on the society, it is imperative to conduct research on the causes of mass incarceration prevalent among African-Americans. My primary method of research was through analyzing statistical information while referring to scholarly articles and literature. This study aims at examining the factors that have led to mass incarceration with the hope that it will help minimize the number of African-Americans in incarceration. The goal of this research is to influence subsequent decisions and policies of the key players in the American Criminal Justice System on issues concerning incarceration of African Americans.
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    Reframing parental involvement of black parents: black parental protectionism
    (2016-05-11) Moultrie, Jada; Scheurich, James Joseph; Lopez, Gerardo; Mutegi, Jomo; Scribner, Samantha; Waterhouse, Carlton
    In 1787, Prince Hall, a Revolutionary War veteran, community leader, and Black parent, petitioned the Massachusetts legislature on behalf of Black children demanding a separate “African” school. Hall claimed that Black children were met with continuous hostility and suffered maltreatment when attending White controlled schools. Many have documented similar claims and actions by Black parents throughout history. These experiences present a consistent insidious counter-narrative of parental involvement challenging the notion of race neutral schools but congruently demonstrate a racial phenomenon in the purview of parental involvement that is undertheorized. Considering these experiences, my central research question was, how is one involved as a Black parent in their child’s education? Among 16 sets of Black parents, this study explored the relationship between race, racism, parental involvement using critical race theory (CRT), and critical qualitative research methods. Findings indicate that Black parental involvement included the consideration of how race and racism in schools may impact, at the very least, their children’s academic achievement, which led to two means of protection of their children from anticipated or experienced school related racism; racial socialization, which was chiefly exercised as involvement at the home level, and racial vigilance, which seemed to be a pervasive form of involvement at the school and home level. I consider the totality of these parental involvement means, Black parental protectionism drawing from Mazama and Lundy conception of racial protectionism. This finding should reframe our understanding of parental involvement but the implications of Black parent protectionism suggest that Black children need protection from racist institutions. When considering the treatment of Black children in White dominated schools over the last four centuries, perhaps Black parents have been their children’s only saving grace to escape the continuous racial maltreatment in schools through time. Instead of falling into traditional research paradigms, which typically relate involvement to achievement, this study concludes with questioning if Black children can receive an optimal education in a pervasive system of racism in schools regardless of Black parental protectionism.
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    Reparations: The Problem of Social Dominance
    (2016) Waterhouse, Carlton
    In theory, reparations provide redress for past injustices. They reflect political attempts to seek to balance the scales of justice in the wake of crimes against humanity, gross human rights abuses, and other tortious state action. As one of the more politically salient legal academic subjects, however, it is clear that the sociopolitical processes within and between states greatly influence when, why, and how reparations are used. Reparations theorists have done an excellent job developing vital models for use by states to provide warranted redress. Roy L. Brooks and Eric Yamamoto, both of whom have contributed to this journal in the past, have developed the Atonement and Social Healing models of reparations respectively.