About the talk:
Existing literature highlights the negative impacts of parental incarceration on children’s educational outcomes, with some work suggesting teachers or other school personnel assess the academic competencies, behavior, and expectations of students of incarcerated parents more negatively than peers with no parental system involvement. This study aims to understand how school personnel (teachers, social workers, administrators) 'find out' about parental system involvement and how this impacts routine aspects of parent-school interactions, shapes outcomes for children, and transforms understandings of institutional trust.

About the speaker:
Anna R. Haskins’ research examines how three of America’s most powerful social institutions—the education system, the family, and the criminal justice system—connect and interact in ways that both preserve and mitigate social inequality, with emphases on early educational outcomes, intergenerational impacts, and disparities by race/ethnicity. Her work has been published in the American Sociological Review, Social Forces, Sociological Science, Sociology of Education and Social Science Research, among other scholarly outlets, and she is co-editor of a recent book – When Parents are Incarcerated: Interdisciplinary Research and Interventions to Support Children (2018, APA Press). Her current projects explore meso-level processes through which schools inhibit or promote institutional engagement among system-involved families, as well as studying more complicated intersections between schooling and punishment such as public attitudes around college-in-prison programs. Anna is a former elementary school teacher and prior to coming to Notre Dame she was an assistant professor of sociology at Cornell University.


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