Invisible Chains: The Criminalization of Black Girls in the American Juvenile Criminal System

This thesis examines the factors contributing to the disproportionate punishment of Black girls within Chicago Public Schools, where rates of suspension, expulsion, and school-based criminalization remain significantly higher for Black girls than for their non-Black peers. Drawing on 10 interviews with educators, researchers, and scholars, this study explores how disciplinary practices operate at the school level and shape the educational experiences of Black girls. Findings reveal that disciplinary disparities are driven in part by the persistence of racialized and gendered stereotypes that influence how Black girls' behavior is perceived and interpreted. Behaviors such as assertiveness, expressiveness, or resistance are frequently labeled as "disruptive" or "defiant," positioning Black girls for punishment even in the absence of clearly defined rule violations. Additionally, this thesis identifies an uneven and poorly defined continuum of discipline within CPS, in which minor or subjective infractions can quickly escalate into more severe consequences. Participants described how these practices contribute to environments characterized by heightened surveillance, inconsistent enforcement, and a focus on behavioral control. These dynamics have been found to have lasting impacts on Black girls' emotional well-being and relationship to school. Ultimately, this study calls on CPS to implement more equitable and restorative approaches to discipline that actively disrupt the systemic mechanisms contributing to the marginalization of Black girls.