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Black teenage males and the juvenile criminal justice system.

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Black teenage males and the juvenile criminal justice system.

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Despite long-term declines in youth incarceration, the disparity at which black and white youth are held in juvenile facilities has grown. Black youth are more than four times as likely to be detained or committed in juvenile facilities as their white peers.

Related to: Youth Justice, Racial Justice

Black youth are more than four times as likely to be detained or committed in juvenile facilities as their white peers, according to nationwide data collected in October 2019 and recently released. In 2015, Black youth's incarceration rate was 5.0 times as high as their white peers, an all-time peak. That ratio fell to 4.4, a 13% decline.

Juvenile facilities, including 1,510 detention centers, residential treatment centers, group homes, and youth prisons held 36,479 youths as of October 2019. (These data do not include the 653 people under 18 in prisons at year-end 2019 or the estimated 2,900 people under 18 in jails at midyear 2019.)

Forty-one percent of youths in placement are Black, even though Black Americans comprise only 15% of all youth across the United States. Black youth are more likely to be in custody than white youth in every state but one: Hawaii. Between 2015 and 2019, juvenile placements fell by 24%. During these years, Black youth placements declined faster than white youth placements (54% vs. 36%), resulting in a smaller but still considerable disparity.

Nationally, the youth placement rate was 114 per 100,000. The Black youth placement rate was 315 per 100,000, compared to the white youth placement rate of 72 per 100,000.

Racial disparities grew by more than 10% in 11 states and decreased by at least 10% in 23 states and the District of Columbia.

In New Jersey, Wisconsin, District of Columbia, and Connecticut, African American youth are at least 10 times more likely to be held in placement as are white youth.

South Carolina, Tennessee, and Nebraska have seen their racial disparity grow by at least one-third.

Indiana, New Jersey, Arkansas, Pennsylvania, and Nevada decreased their racial disparity by at least one-third.

State

Black Rate

White Rate

B/W Disparity

The table above and the figure below are limited to the 36 states and the District of Columbia with at least 8,000 Black residents between 10- and 17-years old.

Numbers in the last column reveal the extent to which Black youth are more likely to be incarcerated than white youth. For example, in Alabama, Black youth are 2.8 times more likely to be held in a juvenile facility than their white peers.
Change in Black/White Placement Disparity; 2015 vs. 2019
Positive numbers reveal an increase in the racial disparity between 2015 and 2019, and negative numbers reveal a decreased racial disparity.

Related Resources

View all resources

The U.S. Department of Justice's recent release of the Census of Juveniles in Residential Placement data for 2021 shows the one-day count of youth incarcerated in the juvenile justice system nationally fell to 24,894 in 2021.

In the midst of a tough environment for reform, the youth justice team has been working closely with our state partners and shaping national discussions about effective reforms.

Decades of evidence have left no doubt that locking up our kids harms their futures and does little to protect public safety. In this webinar, we talked about alternatives-to-incarceration program models, bringing together experts, mentors, and people who've benefited from the alternatives.

Black youth are more than four times as likely to be detained or committed in juvenile facilities as their white peers, according to nationwide data collected in October 2019 and recently released. In 2015, Black youth's incarceration rate was 5.0 times as high as their white peers, an all-time peak. That ratio fell to 4.4, a 13% decline.

Juvenile facilities, including 1,510 detention centers, residential treatment centers, group homes, and youth prisons held 36,479 youths as of October 2019. (These data do not include the 653 people under 18 in prisons at year-end 2019 or the estimated 2,900 people under 18 in jails at midyear 2019.)

Forty-one percent of youths in placement are Black, even though Black Americans comprise only 15% of all youth across the United States. Black youth are more likely to be in custody than white youth in every state but one: Hawaii. Between 2015 and 2019, juvenile placements fell by 24%. During these years, Black youth placements declined faster than white youth placements (54% vs. 36%), resulting in a smaller but still considerable disparity.

Nationally, the youth placement rate was 114 per 100,000. The Black youth placement rate was 315 per 100,000, compared to the white youth placement rate of 72 per 100,000.

Racial disparities grew by more than 10% in 11 states and decreased by at least 10% in 23 states and the District of Columbia.

In New Jersey, Wisconsin, District of Columbia, and Connecticut, African American youth are at least 10 times more likely to be held in placement as are white youth.

South Carolina, Tennessee, and Nebraska have seen their racial disparity grow by at least one-third.

Indiana, New Jersey, Arkansas, Pennsylvania, and Nevada decreased their racial disparity by at least one-third.

State

Black Rate

White Rate

B/W Disparity

The table above and the figure below are limited to the 36 states and the District of Columbia with at least 8,000 Black residents between 10- and 17-years old.

Numbers in the last column reveal the extent to which Black youth are more likely to be incarcerated than white youth. For example, in Alabama, Black youth are 2.8 times more likely to be held in a juvenile facility than their white peers.
Change in Black/White Placement Disparity; 2015 vs. 2019
Positive numbers reveal an increase in the racial disparity between 2015 and 2019, and negative numbers reveal a decreased racial disparity.

Joshua Rovner

Director of Youth Justice

Joshua Rovner manages a portfolio of juvenile justice issues for The Sentencing Project, including juveniles sentenced to life without parole, the transfer of juveniles into the adult criminal justice system, and racial and ethnic disparities in juvenile justice.

Read more about Joshua

Related Resources

View all resources

The U.S. Department of Justice's recent release of the Census of Juveniles in Residential Placement data for 2021 shows the one-day count of youth incarcerated in the juvenile justice system nationally fell to 24,894 in 2021.

In the midst of a tough environment for reform, the youth justice team has been working closely with our state partners and shaping national discussions about effective reforms.

Decades of evidence have left no doubt that locking up our kids harms their futures and does little to protect public safety. In this webinar, we talked about alternatives-to-incarceration program models, bringing together experts, mentors, and people who've benefited from the alternatives.

The U.S. Department of Justice's recent release of the Census of Juveniles in Residential Placement data for 2021 shows the one-day count of youth incarcerated in the juvenile justice system nationally fell to 24,894 in 2021.

In the midst of a tough environment for reform, the youth justice team has been working closely with our state partners and shaping national discussions about effective reforms.

Decades of evidence have left no doubt that locking up our kids harms their futures and does little to protect public safety. In this webinar, we talked about alternatives-to-incarceration program models, bringing together experts, mentors, and people who've benefited from the alternatives.

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Black Disparities in Youth Incarceration - The Sentencing Project

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Black youth are more than four times as likely to be detained or committed in juvenile facilities as their white peers.

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Sasha's Skirt

Sasha's skirt is symbolic of their gender identity within The 57 Bus. As an agender person, Sasha does not identify as either male or female. Instead, Sasha is deeply conflicted about their gender...

read analysis of Sasha's Skirt

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Sasha's skirt is symbolic of their gender identity within The 57 Bus. As an agender person, Sasha does not identify as either male or female. Instead, Sasha is deeply conflicted about their gender... read analysis of Sasha's Skirt

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Reasons why The 57 Bus is a banned book in schools.

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Reasons why The 57 Bus is a banned book in schools.

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I'd first like to apologize to anyone who was excited for The Perks of Being a Wallflower . I got so swept up in reading for English and prepping for Battle of the Books with the library club that throwing another book into the mix would have made me go insane. That being said, I did read a book that fits the criteria and has been challenged before, so I will be using by Dashka Slater for this month and postponing The Perks of Being a Wallflower until next month.

is a nonfiction book written about a crime that took place on the 57 bus in Oakland, California. It is often challenged for presenting LGBTQ+ themes, as well as a few displays of violence.

Sasha is a senior at a private high school for gifted students. They prefer to use they/them/their pronouns and identify as agender. Born Luke, Sasha decided near the end of their freshman year that they didn't want to be bound by any gender norms. By the time the events of the book take place, Sasha's everyday outfit usually involves a button down and a bowtie paired with a skirt.

Richard is a junior at Oakland public high school. He's what is referred to typically as a product of the system. He lives with his mother as they economically struggle to keep above the water. Everyone who knows him regards him as kind and witty, which is why they're thrown for such a curveball.

One day, as both teens ride the 57 bus home from school, Richard and a friend, who in hindsight wasn't the best influence, see Sasha napping. As a joke, Richard is challenged to hold a lighter up to the skirt to cause a scene and get some entertainment out of it. When he does it though, the skirt bursts into flames, causing a greater ordeal than originally anticipated.

takes off from this point. Similar to a true crime podcast, it covers the trial and sentencing of Richard, looks into other possible motives, and discusses the aftermath of what was dubbed a hate crime by California courts.

I'm not going to lie - at some points, was a little rough. I found myself having to push through sometimes just because it doesn't have as much intrigue as every fictitious book ever written, but it is relevant to our culture and provides a real picture of the consequences people face for crimes.

Like I said, The Perks of Being a Wallflower is up for next month. Again, I'm sorry if you were looking forward to it. Library club meets next Wednesday, March 6th, in case you're interested. Also I'd like to congratulate myself and the other members for a battle well fought in the Battle of the Books - article coming soon!

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I'd first like to apologize to anyone who was excited for The Perks of Being a Wallflower. I got so swept up in reading for English and prepping for Battle of the Books with the library club that throwing another book into the mix would have made me go insane.

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"Agender" is a term that refers to people who don't identify as any gender in particular.

Agender is defined as not having a gender. Some agender people describe it as having a "lack of gender," while others describe themselves as being gender neutral.

People often use the following words to mean more or less the same thing:

Agender people fall under the " nonbinary " umbrella and the "transgender" umbrella.

According to an article in them., the first documented use of the word "agender" was on an internet forum called UseNet, back in the year 2000.

In a chat room, one user posted: "God is amorphous, agender, [...] so image can't be a physical or gender or sexual thing."

Being agender is similar to being gendervoid. Both are characterized by a lack of gender.

However, according to LGBTA Wiki, being gendervoid is slightly different than being agender because "a gendervoid person may feel like there is an empty place where a gender would/should be but simply isn't or is unable to experience gender."

Over the past two decades, the term has become more popular, with many people identifying as agender.

Being gender nonconforming isn't the same thing as being agender, although the terms can overlap.

A gender nonconforming person simply doesn't conform to the gender norms expected of them. Some gender nonconforming people are agender, but many are not.

Asexual means that you experience little or no sexual attraction to other people.

Agender means that you don't have a gender.

The "a-" at the beginning confuses many people, but the terms mean two different things. Some agender people are asexual, but not every agender person is.

Being agender means different things to different people.

Some agender people might transition medically by undergoing gender confirmation surgery or taking hormones if they feel that it will be best for them.

However, many agender people don't transition medically - it's a personal choice.

Similarly, some agender people change their name, pronouns, or gender expression (which is, the clothing they wear, how they style themselves, etc.).

However, this is totally up to them, and there's no "right" way to be agender.

Someone's gender identity doesn't necessarily determine what pronouns they use. For example, a nonbinary person may use he/him/his pronouns.

Someone who's agender might use they/them/their pronouns, but they could also use she/her/hers or he/him/his pronouns. They could even use a mix of pronouns or neopronouns.

The best way to find out someone's pronouns is to politely ask.

The word "nonbinary" is an umbrella term that refers to a range of genders that don't fall exclusively into the "male" or "female" category.

Although agender can fall under the nonbinary umbrella, not all nonbinary people are agender - some nonbinary people may identify as demiboys, demigirls, bigender, polygender, or otherwise.

In general, genderqueer people don't identify exclusively as male or female. The word "genderqueer" means that their gender identity doesn't conform to the mainstream.

Being gender-fluid means that your gender shifts and changes over time. While someone can be agender and genderfluid, they're not the same thing.

You can identify as agender as well as nonbinary, genderqueer, and/or genderfluid at the same time.

The words someone uses to describe their gender depends on their own identity, feelings, and beliefs.

Agender is a great word for someone who doesn't feel like they identify with any gender in particular.

Someone might choose the term over similar words (like genderless or gendervoid) if they feel a stronger emotional or intellectual connection to it.

There isn't a "test" to figure out whether you're agender, because it depends on your own identity.

This is because being agender means different things to different people, and no two agender people have the exact same experience.

Whatever word you want to use to describe your gender, it's OK. It's a personal decision and it should be respected.

To get you thinking about whether or not you may be agender, you can do the following:

Read up on gender

Reading articles and books about being agender, watching relevant YouTube videos, and finding resources on gender identity can help you learn more.

Learning about other people's experiences with gender identity might help you articulate your own gender.

Think about your own gender

What does gender mean to you? If you could choose any gender, what would it be? How would it look? If you knew you would be unconditionally accepted by society no matter what gender you are, how would you identify? What pronouns would you use? You could journal about this.

Connect with others

Meeting and talking to nonbinary, gender-fluid, genderqueer, or gender-questioning people can help you find support while questioning your gender.

You might be able to find in-person LGBTQIA+ meetups in your area, but if not, there are many online forums for this purpose.

Practice calling yourself agender

Call yourself agender out loud, or in a journal, or in your head. Ask yourself whether the term feels comfortable and apt.

You don't need to tell others about this if you're not comfortable doing so - this can stay private if you prefer.

There are no right or wrong answers here. The term you use should feel comfortable to you.

It's totally fine to identify as agender and later feel that your gender has shifted.

You might also identify as agender and later discover a term that you connect with more. Just because your gender may change over time doesn't mean it's invalid.

If you have an agender loved one, there are a few ways you can support them:

They may change their pronouns or name. It's important to use the pronouns and name they want you to use.

Reiterate that you're there to support them. Ask them if there's any specific way you can show your support: They may have a specific request.

Give them space to talk about being agender without expecting them to talk about it (as they might not want to).

Need more information? We created a guide to talking to transgender and nonbinary people in a respectful way.

If you'd like to learn more about being agender, or about gender identities in general, here are a few useful resources:

If you'd like to learn more about gender, view our list of 64 different terms to describe gender identity and expression.
Sian Ferguson is a freelance writer and editor based in Grahamstown, South Africa. Her writing covers issues relating to social justice, cannabis, and health. You can reach out to her on Twitter.

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"Agender" is a term that refers to people who don't identify as any gender in particular. Agender is defined as not having a gender. Some agender people describe it as having a "lack of gender," while others describe themselves as being gender neutral.

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Negative statistics about the justice system in the United States

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Negative statistics about the justice system in the United States

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10 Eye-Opening Facts About Criminal Justice

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1) Mass Incarceration: There are currently over 2 million people incarcerated in the U.S., and an additional 5 million under correctional supervision (on probation or parole). The U.S. confines a greater percentage of its population than any other country in the world.

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An article going in-depth about different gender identities

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An article going in-depth about different gender identities

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Genetic factors typically define a person's sex, but gender refers to how they identify on the inside. Only an individual can determine their own gender identity, and it does not need to be fixed. Some examples of gender identity types include nonbinary, cisgender, and genderfluid.

This article will discuss what gender identity is, some definitions of different gender identities, and where people can find support. It will also look at how gender exists on a spectrum.

The term gender identity refers to the personal sense of an individual's own gender.

Because a person's sex and gender identity do not have to be the same, it is important to know the difference between them.

Gender

A person's gender is how they identify internally and how they express this externally. People may use clothing, appearances, and behaviors to express the gender that they identify with.

The World Health Organization (WHO) note that gender is a social construction that people typically describe in terms of femininity and masculinity. In Western cultures, people associate femininity with women and masculinity with men, but this social construction varies across cultures.

However, gender is not neatly divided along the binary lines of "man" and "woman."

Sex

A person's sex is typically based on certain biological factors, such as their reproductive organs, genes, and hormones.

Like gender, sex is not binary. A person may have the genes that people may associate with being male or female, but their reproductive organs, genitals, or both may look different.

This is called differences in sex development. People may also refer to differences in sex development as intersex.

People typically use the terms "male," "female," or "intersex" to refer to a person's sex.
Learn more about the difference between sex and gender here.
The concepts and terms that refer to gender identity continually change, as our perceptions evolve.

The term "gender identity" first appeared in the 1960s. It referred to a person's inner sense of belonging to the category of male or female. In time, the term came to include people who identify in other ways. It refers to a person's own sense of their gender, regardless of the sex a doctor assigned to them at birth.

Some terms, such as "transsexual," have also changed meaning over time. In the past, this term referred only to people who had undergone certain medical procedures, such as a mastectomy or phalloplasty. The meaning of this term has since broadened to include people moving toward or having a gender identity that is different from the one assigned to them at birth.

Other language has changed in terms of acceptability. The term "queer," for example, was historically used as a slur against people who did not conform to expectations about gender expression or identity. Now, some people have reclaimed it. It can be acceptable in some circumstances but offensive if people use it inappropriately.

It is also important to note that gender identify may not fit into a category. Labels may help a person understand their identify, but gender identities are not always classifiable in these ways. As people come to perceive their gender identity in new ways, they may find that no single term defines it. Or, they may identify in several ways.

A person's gender identity is not restricted to being either a man or a woman. Some people do not identify with any gender, while others identify with multiple genders.

According to The Trevor Project, a person's gender can consist of the following.

Gender identity

This term refers to the personal sense of an individual's own gender.

Some people identify as a man, while others identify as a woman. Others may identify as neither, both, or somewhere in-between.

Gender expression and presentation

This refers to how a person expresses themselves to others and how they want the world to see them.

A person may present themselves as wholly masculine or wholly feminine. Or, a person may present themselves as androgynous or nonbinary.

Gender expression and presentation involve aspects such as mannerisms, clothing styles, names, and pronoun choices, to name a few.
Here, learn more about gender pronouns.
The following are some gender identities and their definitions.

Agender

A person who is agender does not identify with any particular gender, or they may have no gender at all.

Other terms for this may include:

Androgyne

A person who identifies as androgyne has a gender that is either both masculine and feminine or between masculine and feminine.

Bigender

A person who identifies as bigender has two genders.

People who are bigender often display cultural masculine and feminine roles.

Butch

Women, especially lesbians, tend to use this term to describe the way they express masculinity, or what society defines as masculinity.

However, the LGBTQIA Resource Center state that "butch" can also be a gender identity in itself.

Cisgender

A cisgender person identifies with the sex that they were assigned at birth.

For example, a cisgender woman is someone who still identifies with the sex - female, in this case - a doctor assigned them at birth.

Gender expansive

The LGBTQIA Resource Center define gender expansive as an "umbrella term used for individuals who broaden their own culture's commonly held definitions of gender, including expectations for its expression, identities, roles, and/or other perceived gender norms."

Those who are gender expansive include people who are transgender and people whose gender broadens the surrounding society's notion of what gender is.

Genderfluid

A person who identifies as genderfluid has a gender identity and presentation that shifts between, or shifts outside of, society's expectations of gender.

Gender outlaw

A person who identifies as a gender outlaw refuses to allow society's definition of "male" or "female" to define them.

Genderqueer

A person who identifies as genderqueer has a gender identity or expression that is not the same as society's expectations for their assigned sex or assumed gender.

Genderqueer can also refer to a person who identifies outside of how society defines gender or someone who identifies with a combination of genders.

Masculine of center

A person who uses this term is usually a lesbian or a trans person who leans more toward masculine performances and experiences of gender.

Nonbinary

A person who identifies as nonbinary does not experience gender within the gender binary.

People who are nonbinary may also experience overlap with different gender expressions, such as being gender non-conforming.

Omnigender

A person who identifies as omnigender experiences and possesses all genders.

Polygender and pangender

People who identify as polygender or pangender experience and display parts of multiple genders.

Transgender

This is an umbrella term that encompasses all people who experience and identify with a different gender than that which their assigned sex at birth would suggest.

Although most people think of trans men and trans women when hearing the word transgender, this term also encompasses people who identify as a gender other than man or woman, including nonbinary and genderfluid.

Trans

Trans is a more inclusive term that covers those who identify as nonbinary and those who are genderless, according to the LGBTQIA Resource Center.

Two Spirit

Two Spirit is an umbrella term that encompasses different sexualities and genders in Indigenous Native American communities.

There are many different definitions of Two Spirit, and Indigenous Native American people may or may not use this term to describe their experiences and feelings of masculinity and femininity.

This is a cultural term that is reserved for those who identify as an Indigenous Native American.

Not everyone is accepting of people with diverse gender identities, which can have a negative impact on a person's mental health.

However, there are multiple websites and online communities that people can turn to for support. These include:

The Trevor Project, which is an LGBT organization that provides education and support

the National Center for Transgender Equality, which is an organization that provides education and support for transgender people

PFLAG, which is an organization that provides support, education, and advocacy all over the United States, District of Columbia, and Puerto Rico

Trans Youth Family Allies, which is a website that provides resources and education to family members, friends, and allies of transgender people

TransLatina Coalition, which is an advocacy group for transgender Latin American people and communities

Gender Spectrum, which is a resource and education site

World Professional Association for Transgender Health, which is a website that provides a directory of healthcare providers and scholarship opportunities for transgender people

Here are some questions that people might ask about gender identity.

How many gender identities are there?

There is no fixed number of gender identities. They occur on a spectrum, which really means that the possibilities are infinite. Each person might find that a certain point on the spectrum feels most comfortable and accurate, and this may change over time.

People do not know precisely what influences gender identity. Some genetic factors and factors that a person is born with may play a role.

What influences gender identity?

Various factors play a role, including socialization and our own choices. Gender roles and traits are dynamic, which means that they can change. Whether a healthcare professional identifies a baby as male or female at birth does not go on to define that person's gender identity.

How can I know my gender identity?

The first step is to figure out what gender identity, gender expression, sexual orientation, and sex assigned at birth mean and see how you feel about these ideas.

Then, think about the spectrum of gender identities and where you might feel comfortable. Maybe speak with friends of various gender identities for inspiration.

And keep in mind that there is no need for any specific label. You might want to go without a label or even create your own.

A person's gender identity is not always the same as their biological sex, nor their assumed gender based on their assigned sex. It depends on how they identify as a person, and this can change over time.

People can identify as more masculine, more feminine, a combination of both, or neither. How a person expresses or describes their gender is personal to them.

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Types of gender identity: Types and definitions

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There are many types of gender identity. Learn more about their definitions, the difference between sex and gender, and how gender exists on a spectrum here.

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Richard gets his sentenced reduced, getting released before his 21st birthday

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Richard gets his sentenced reduced, getting released before his 21st birthday

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But Fleischman's parents advocated for an alternative punishment for Thomas, who was 16 at the time of the assault.

"A 16-year-old's actions - however severe the results - don't have any place in the adult judicial system," said Debbie Crandall, Fleischman's mother, after the plea agreement was announced.

Du Bois said Sasha Fleischman's father Karl Fleischman read a statement to the Court Monday on behalf of the entire family in support of the shorter sentence.

"It was an amazing show of courage by them to take this position," Du Bois said.

The court received positive reports from the Department of Juvenile Justice, according to Du Bois and the Alameda County District Attorney's Office, and Judge Paul Delucchi resentenced Thomas to five years' confinement.

"I think he wants to improve himself in every way he can," Du Bois said. "I think he wants to educate himself. One of the things this case has taught him is the value of education and the devastation wrought by ignorance."

Dropping two years off the term means Thomas could be released in June 2018, prosecutors said, weeks before his 21st birthday, and he will not have to transfer to the adult corrections system.

"There was a lot of thought, care and consideration that went into this negotiated disposition," said Teresa Drenick, an Alameda County assistant district attorney and spokeswoman for the DA's office.

"That includes taking into consideration the age of the defendant, the severity of the crime, the input of the victim and the victim's family, and our -- the DA's -- responsibility to ensure the safety of the community," Drenick said.

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Juvenile Who Lit Agender Teen on Fire Gets Reduced Sentence | KQED

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But Fleischman's parents advocated for an alternative punishment for Thomas, who was 16 at the time of the assault. "A 16-year-old's actions - however severe the results - don't have any place in the adult judicial system," said Debbie Crandall, Fleischman's mother, after the plea agreement was announced.

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An outside biased perspective on the actual events of "The 57 Bus"

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An outside biased perspective on the actual events of "The 57 Bus"

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[TW: Anti trans violence + misgendering by press]

Sasha Fleischman, a genderqueer senior at Colorado's Maybeck High School, fell asleep in the rear of a bus heading for East Oakland. Sasha's skirt was set on fire by a 16 year old named Richard Thomas, resulting in 3rd-degree burns. Sasha was hospitalized and must have skin grafts. Sasha will remain hospitalized for several weeks, but should be home for Thanksgiving. "Sasha is getting good care, and has a good prognosis for recovery," Trevor Cralle, admissions director at Sasha's school wrote in an email to students.

Maybeck High School staff and students are stand in solidarity with Sasha:

While most news reports have been supportive, they've ignored Sasha's prefered pronouns, they/them and are instead misgendering them. On November 6, Laurie Kahn, operations manager for Sasha's school informed the press that Sasha prefered the gender-neutral pronouns they/them. He went on to clarify, "Sasha worked out the gender issues on their own and we try to respect the wish to be referred to as 'they.'"

Confusion about pronoun use occurred when Sasha's mom, in a moment of stress, fear and worry used the pronoun "he" when initially talking with the Oakland Tribune the same day Sasha was attacked. Around the same time, Sasha's cousin used male pronouns in an online fundraiser. Since then, practically all press has disregarded Sasha's wishes and are instead referring to them as a boy/man using pronouns he/him:

To be clear, Sasha said that they prefer gender neutral pronouns:

Hello, I am Sasha Fleischman. I am interested in linguistics, conlanging, and politics. I'm also genderqueer. My preferred pronouns are the singular they (they/them/their/theirs). - Google+

Sasha's family is attempting to set the record straight, even when they are struggling with Sasha's pronouns:

Sasha is agendered, he, which means that he, his preferred pronouns are they, them, their. They do not identify with either male or female. They don't want people to make assumptions based on 'he's male' or what he's wearing. It's like, he want's there to be a blur. - Debbie Fleischman, November 9

Sasha Fleischman's attacker is to be charged as an adult. It is reported that he said that he set Sasha on fire because he is homophobic and is now facing a hate crime charge.

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California school students & faculty support genderqueer student set on fire & who continues to be misgendered in the press

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TW: Anti trans violence + misgendering by press] Sasha Fleischman, a genderqueer senior at Colorado's Maybeck High School, fell asleep in the rear of a bus heading for East Oakland. Sasha's skirt was set on fire by a 16 year old named Richard Thomas, resulting in 3rd-degree burns.

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A question that we are often asked at the National Center on Restorative Justice (NCRJ) is "how does restorative justice differ from more mainstream approaches to justice-making in the criminal justice system and beyond?"

At its core, restorative justice defines "justice" in a radically different way than conventional criminal justice responses. Rather than justice as "punishment," restorative justice conceives of justice as "repair" to the harm caused by crime and conflict. Understanding and responding to the needs of each involved party and the broader community is central to the collective creation of a just outcome.

In order to better understand this shift, we ask that you engage in a quick reflective exercise that we often facilitate with our students.

First, we ask that you reflect for a moment on a time that you became aware of a crime having been committed in your community. What were your needs as a community member? What was most important to you in that moment?

When we pose this question to students in our courses and trainings, we receive remarkably consistent responses. We hear, "I needed to feel safe again" or "I wanted to feel like I can trust the people in my community." Some also express a need to understand why the crime took place or what led to the incident and to form a plan for how the community can prevent this sort of thing from happening in the future.

Next, we ask you to think back on a time that you experienced significant harm. Maybe you were the victim of a crime or maybe it was an instance in your personal life where you were wronged by another person. What were your needs at that time?

Again, responses to this question are generally consistent. We hear answers such as "I needed the person who harmed me to know how it had impacted my life. I needed to know that he wouldn't do it again to me or anyone else" or "I wanted to know that she understood what she had done and that she was sorry." Some also express a need to have their questions answered. We also hear many practical needs for reparations, such as "I needed someone to fix the damage to my property." Rather than a need for the person who caused the harm to be punished, what we hear are needs for information, validation of their experience and pain, assurance that it will not happen again, repairs, and an apology.

Finally, we ask that you think back on a time that you caused harm to another person. Maybe you committed a crime, or maybe you hurt someone, intentionally or not, through your words or actions. What were your needs?

When we ask this question, we again hear remarkably consistent responses. Many people say, "I needed to be able to apologize and do something to try to make it right." Others express, "I needed to know that this one incident wouldn't define me. That I would be seen as a whole person outside this one harmful behavior" or "I needed to share with the person I hurt about what was going through my mind at that time. I wanted to be understood."

What we glean from this exercise is that there are some common human needs experienced in the wake of crime-needs for safety, understanding, validation, information, apology, and repair. These are needs that so often go completely unmet by our mainstream punitive justice responses, which are concerned primarily with assigning guilt and doling out punishments.

By bringing the involved parties together in a safe and voluntary dialogue with well-trained facilitators, restorative justice creates an opportunity for those human needs following crime to be met. It offers a more holistic and humanizing view of what it means to pursue justice.

The impact of this approach is evident in its outcomes including reduced recidivism and increased satisfaction on the part of all involved parties, particularly the harmed party or victim. Because of this positive impact, the use of restorative justice is rapidly expanding in criminal justice systems around the United States and the world.

Of course, restorative justice will not be an appropriate option for all incidents of harm. It is a voluntary process and both the harmed party and responsible party need to engage willingly. Furthermore, it is only effective when the responsible party is taking responsibility. It does not have a mechanism for determining guilt. Restorative justice processes should always be guided by well-trained facilitators who first take the time to meet individually with all involved parties and determine that no further harm will be caused by bringing those involved together in dialogue.

Historically, in the United States, restorative justice has primarily been used for minor offenses or juveniles. However, research has shown that restorative justice is more effective for crimes that are considered more severe including felony-level offenses. Therefore, it is NCRJ's position that restorative approaches should be an option for any case in which the responsible and harmed parties feel that a restorative justice process would be helpful to their own healing journeys and the process can be carried out safely with the support of well-prepared facilitators.

Image created by Cleo Dunsmore Buchanan

Restorative justice can be used across the spectrum of criminal justice interventions. It is often used as a diversion, with cases being referred directly by police officers or judges. It is also sometimes used alongside conventional criminal justice procedure, including during a prison sentence or upon reentry from incarceration. Many restorative justice programs also accept direct community referrals, allowing the criminal justice system to be bypassed entirely.

We encourage you to learn more about this promising approach to justice reform. NCRJ is a partnership between Vermont Law School, the University of Vermont, the University of San Diego, and the U.S. Office of Justice Programs, Bureau of Justice Assistance. NCRJ is funded by a federal grant to serve as the premier education, training, and research location for the advancement of restorative justice. If you are interested in learning more about restorative approaches to justice-making, please be in touch and consider one of our educational or training offerings.

Visit the NCRJ Art Gallery to view art created by individuals who have participated in NCRJ's "Reimagining Justice" virtual restorative justice art show. These art submissions are depictions of what restorative justice means to them.
If your jurisdiction is in need of training or technical assistance, or if you know of a community that would benefit from this type of assistance, please contact BJA NTTAC at BJANTTAC@ojp.usdoj.gov and we can connect you to the appropriate training, assistance, TTA partner, and/or resources.
If you are interested in submitting the work of your organization or jurisdiction for consideration in a future TTA Today blog post or in obtaining information related to a particular topic area, please email us at BJANTTAC@ojp.usdoj.gov.

Points of view or opinions on BJA NTTAC's TTA Today blog are those of the author(s) and do not necessarily represent the official position or policies of the U.S. Department of Justice, BJA, or BJA NTTAC.

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What is "Restorative Justice" and How Does it Impact Individuals Involved in Crime?

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A question that we are often asked at the National Center on Restorative Justice (NCRJ) is "how does restorative justice differ from more mainstream approaches to justice-making in the criminal justice system and beyond?"At its core, restorative justice defines "justice" in a radically different way than conventional criminal justice responses.

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Every day, thousands of young people in the United States are held in juvenile detention facilities while their cases are handled in court. Despite steady declines over the past two decades, more than 15,000 young people were held in detention centers on any given night in 2017, the latest year for which federal data are available.

With so many young people moving in and out of detention centers as they await legal actions on their cases, it's worth asking: What exactly is juvenile detention and how can being detained affect a young person?

What is juvenile detention?

Juvenile detention is short-term confinement, primarily used after a youth has been arrested, but before a court has determined the youth's innocence or guilt. Pretrial detention is appropriate only when a court believes a youth to be at risk of committing crimes or fleeing during court processing. A smaller number of young people are in detention centers after their case has been heard, while they are waiting for either a disposition or a placement after a disposition.

"Juvenile detention should never be normal or routine," said Nate Balis, director of the Foundation's Juvenile Justice Strategy Group. ​"In light of what we know about the negative effects of detention on young people and the continued racial disparities that define juvenile detention in this country, our systems must explore every option and confine young people only in extraordinary cases."

Nonetheless, one in four delinquency cases in juvenile court involved detention in 2017.

How many young people are in juvenile detention in America and how long can a child be in juvenile detention?

Nationally were placed in detention centers in 2018. The average stay is 27 days, but even a short stay in juvenile detention can throw a youth off course.

What is a juvenile detention center?

A juvenile detention center generally is a secure facility operated by local authorities or the state. According to the Office of Juvenile Justice and Delinquency Prevention, ​"In all states, secure detention space is primarily used for temporarily holding juveniles while they await adjudication, disposition or placement elsewhere."

How many juvenile detention centers are there in the United States?

There are 625 facilities that classify themselves as juvenile detention centers across the United States.

What do youth in juvenile detention centers do while they're detained?

What happens in juvenile detention centers day-to-day varies by facility, but school-age youth must attend school. Youth are entitled to go outdoors regularly, engage in physical exercise, participate in a range of recreational activities and practice their religion. The rights of youth in detention - such as the right to education; medical and mental health care; due process; access to families, counsel and the courts; and safe and humane treatment - are guaranteed by the U.S. Constitution, federal laws, state constitutions and laws and case law determined by the courts.

The Foundation has issued a comprehensive set of standards for facilities in response to documented failures to house youth safely and humanely.

What's the difference between a youth detention center and correctional facility?

The terms youth detention center and youth correctional center often are used interchangeably to describe residential facilities, but there is a clear distinction between them. Young people held in detention are presumed innocent unless and until they are adjudicated in court. The purpose of a detention center is temporary confinement while a young person's case is being handled in court. By contrast, correctional facilities are longer-term placements for youth who have been adjudicated as delinquent and then ordered by a judge to be confined rather than supervised in the community.

To complete the picture, youth could be confined in detention centers for these reasons, as well:

Their case has been adjudicated, but they haven't been sentenced yet (in other words, awaiting disposition).

They have been sentenced to out-of-home placement, but haven't been transferred yet to that placement (i.e., awaiting placement).

They are awaiting a court hearing for allegedly violating the terms of their probation in the community.

Have most of the youth in juvenile detention been charged with violent crimes?

No, the majority of young people in detention have been charged with non-violent offenses, including thousands charged with status offenses, which are behaviors such as truancy that are criminalized for youth, but not for adults. There are youth in detention for breaking probation rules, not breaking the law.

Does juvenile detention make young people worse?

Peer-reviewed research sponsored by the Foundation concludes that a stay in pretrial juvenile detention increases a young person's likelihood of felony recidivism by 33% and misdemeanor recidivism by 11%. In addition to a ticket to deeper justice system involvement, detention often leads to other profound and potentially negative consequences such as exacerbated health issues and separation from family, school, job and community.

These are just some of the ways that detention can have an adverse effect on youth, as well as their communities:

Into detention, out of the classroom. Removing a child from their community means removing them from their schooling schedule. And while detention centers that house school-aged children offer education, it's often inadequate and incongruous with the track that they were on prior to confinement. Consequently, children who are detained are less likely to complete high school or find employment.

Worsened health outcomes. When children are pulled from their communities and thrust into the instability that comes with temporary detention, their health often suffers as a consequence - in ways that are both immediately observable and long lasting.

Disproportionate punishment. For young people who are African American, Latino and American Indian, the likelihood of detention is greater than their white counterparts, even when controlling for the seriousness of offense and prior history of the individual. Although African Americans only make up 16% of the youth population in the United States, they represent 44% of the confined youth population - and are five times more likely to be held than their white peers. These disparities have prolonged, significant consequences.

Lifetime consequences. Young people who are confined in detention centers while decisions on their cases are pending experience more negative outcomes, according to research, than their counterparts who are able to remain at home during this time. Youth who are detained are also more likely to see further involvement - for instance, future arrests - in the criminal justice system than those who are not.

A price paid by the whole community. Detaining children not only impacts their lives, it comes at a high cost to their entire community. Temporarily confining youth costs approximately $1 billion every year. With better alternatives, this is an enormous and avoidable price to taxpayers.

Are there racial and ethnic disparities in juvenile detention?

Yes. Young people of color are consistently overrepresented in the nation's courtrooms and detention centers, youth prisons and other residential institutions. Racial and ethnic disparities begin at arrest and persist throughout the system, intensifying as responses become more restrictive and punitive.

Are alternatives to detention effective?

Instead of locking up young people for any kind of misbehavior, more systems are using alternatives to detention that support youth safely in the community. Jurisdictions participating in the Foundation's Juvenile Detention Alternatives Initiative® () have reduced admissions to secure detention by 57% and average daily population by 50% from their pre-JDAI baselines, while protecting public safety, according to , the latest available.

Additional resources on juvenile detention

Timely Justice: Improving JDAI Results Through Case Processing Reforms. This JDAI practice guide offers practical steps that juvenile justice systems can take to safely and equitably reduce the use of juvenile detention.

Lesbian, Gay, Bisexual and Transgender Youth in the Juvenile Justice System. Relative to their peers, LGBT youth are more likely to experience physical, sexual and emotional abuse - particularly in secure settings such as detention. Understanding these risks and the signs of anti-LGBT bias are critical to ensuring that juvenile justice systems are set up to advance the safety and well-being of all youth.

This results report, which draws on eight years of JDAI data, tells how participating sites have achieved significant and - in many cases - long-lasting reductions in rates of juvenile detention and juvenile crime.

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Every day, thou­sands of young peo­ple in the Unit­ed States are held in juve­nile deten­tion facil­i­ties while their cas­es are han­dled in court. Despite steady declines over the past two decades, more than 15,000 young peo­ple were held in deten­tion cen­ters on any giv­en night in 2017, the lat­est year for which fed­er­al data are available.

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A short description of students at Berkeley wearing skirts for Sasha

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A short description of students at Berkeley wearing skirts for Sasha

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Students and staff at Maybeck High School in Berkeley showed their support for Sasha Fleischman who was the victim of a hate crime on Monday. Photo: Charlie Casey

Many students and staff at Berkeley's Maybeck High School wore skirts today to show their solidarity for fellow student Luke "Sasha" Fleischman, whose skirt was set on fire as the 18-year-old slept on a bus on Monday.

Most of the small school's students and staff are pictured above, including Trevor Cralle, the school's director (center, in white shirt).

Fleischman, a senior at the school, was sleeping in the rear of an AC Transit bus heading toward the family home in Oakland when 16-year-old Richard Thomas allegedly set the skirt Fleischman was wearing on fire, according to authorities.

Fleischman, with the help of other riders, was able to extinguish the flames but suffered second- and third-degree burns to the legs that will require significant skin grafting. The student, who identifies as agender, is undergoing treatment at St. Francis Memorial Hospital's Bothin Burn Center in San Francisco.

Thomas, who attends Oakland High School, made his first appearance in court Thursday. He has been charged with a hate crime, aggravated mayhem and felony assault. According to NBC Bay Area, Thomas' mother, who did not want to be identified, said her son is not a hateful person. She said he is a kid and he "jokes around," adding that he wasn't trying to hurt anyone. She said her son is very remorseful and wants to apologize to Fleischman, adding that he is already writing a letter to the victim.

Teen who set fire to Berkeley student charged with hate crime (11.08.13)
Supporters rally for Berkeley student set fire on bus (11.07.13)
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Berkeley students wear skirts for hate crime victim

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Many students and staff at Berkeley's Maybeck High School wore skirts today to show their solidarity for fellow student Luke "Sasha" Fleischman, whose skirt was set on fire as the 18-year-old slept on a bus on Monday. Most of the small school's students and staff are pictured above, including Trevor Cralle, the school's director (center, [...]

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An in-depth summary of The 57 Bus along with an announcement of a March led by Sasha's supporters

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An in-depth summary of The 57 Bus along with an announcement of a March led by Sasha's supporters

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Supporters of Sasha Fleischman, the 18-year-old Maybeck High School student who was set fire to while riding an AC Transit bus on Nov. 4, are planning a solidarity march tonight, Thursday Nov. 14, on MacArthur Boulevard in Oakland. The group plans to tie rainbow ribbons to bus poles to add to those already placed there in recent days.

Meanwhile, in a letter to the Sequoia Elementary School community where he works as a kindergarten teacher, Sasha's father, Karl Fleischman, said he did not want people to jump to conclusions about the motivations of the 16-year-old Oakland High School student who has been charged with a hate crime for setting fire to Sasha's skirt. And a fundraising campaign to pay for the teenager's medical bills was reopened yesterday after raising more than $20,000 in just a couple of days.

Fleischman, a senior at the private Berkeley school who identifies as "agender," was napping in the rear of a No. 57 AC Transit bus heading toward the family home in Oakland when 16-year-old Richard Thomas allegedly set the skirt Fleischman was wearing on fire, according to authorities.

Fleischman, with the help of other riders, was able to extinguish the flames but suffered second- and third-degree burns to the legs that require significant skin grafting. The victim is undergoing treatment at St. Francis Memorial Hospital's Bothin Burn Center in San Francisco.

According to Karl Fleischman, his child is recovering well. "Sasha is now in stable condition and being very well cared for in a terrific burn center in San Francisco," he wrote. "We have every reason to believe that Sasha will eventually be able to return to life as usual, although the recovery process will take some time," he said.

Thomas was charged with a hate crime, aggravated mayhem and felony assault. He said he committed the crime "because he was homophobic," according to notes taken by the Oakland Police Department when they interviewed him.

Karl Fleischman stressed in his letter to Sequoia School that assumptions about Thomas' actions should be avoided.

"It's really important to keep in mind that none of us can know the mind, motivations, or intentions of the person who set flame to Sasha's clothing," he wrote. "Oakland Police have a 16-year-old high school student in custody, based on video camera footage from the bus. As far as I know, police are the only people who have viewed the footage. I certainly haven't, so I can only guess at what happened. At this point, I choose to assume that this kid was playing with fire, and that he gravely underestimated the consequences of that. Others may make different assumptions, but it's important to remember that they are all just that: assumptions. So when I talk to my students about this, I will emphasize the importance of fire safety: "Don't play with matches or lighters." And of course, "Stop, drop, and roll if your clothing catches fire."

Fleischman's family has reopened an online donation page to continue to raise money for the teen. Last week, funds poured in over just a couple of days and the family shut down the site after reaching a goal of $20,000, but repeated inquiries prompted the family to reopen it.

Using Sasha's preferred pronoun of "they" rather than "he" or "she," a post on the Fundly site, which was set up by Sasha's cousin, explained that Sasha's parents plan on using any funds that go beyond Sasha's medical and rehabilitation needs to support organizations that promote education, tolerance, and non-violence. "They will decide on the final use of these funds when Sasha is more able to make such decisions," they wrote. "They want Sasha to feel empowered by the support from the community at large, and to have a significant say in how the funds are used."

Sasha's mother, Debbie Crandall, told NBC Bay Area News that the community had come out and supported the family. "We just feel loved," she said.

Supporters who want to march today will meet at 5:30 p.m. tonight at the corner of Park and MacArthur boulevards and walk to Ardley Avenue, according to the Oakland Tribune. Marchers are encouraged to wear bright colors and bring colorful ribbons to attach to the bus poles. A dinner at St. Paul Lutheran Church at 1658 Excelsior Ave. will follow.

Related:
Berkeley students wear skirts to support hate crime victim (11.08.13)
Teen who set fire to Berkeley student charged with hate crime (11.08.13)
Supporters rally for Berkeley student set fire on bus (11.07.13)
Would you like a digest of the day's Berkeley news in your inbox at the end of your working day? Click here to subscribe to Berkeleyside's free Daily Briefing.

Your donation makes this and all our other local reporting possible. Thank you.

Before you go...
Can you help us make a difference?

The reporters and editors at Berkeleyside are dedicated to covering our city and providing you with the information you need to be an informed citizen. If you value what you get from Berkeleyside, please join us with a tax-deductible donation so we can continue doing the local reporting that matters to you.

Will you chip in to Berkeleyside today?

Berkeleyside relies on reader support to remain free for everyone in our community. Your donation goes beyond supporting our journalism.

It also helps your family, friends and Berkeley neighbors have access to reliable, independent reporting.

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March for fire victim Sasha Fleischman set for tonight

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Supporters of Sasha Fleischman, the 18-year-old Maybeck High School student who was set fire to while riding an AC Transit bus on Nov. 4, are planning a solidarity march tonight, Thursday Nov. 14, on MacArthur Boulevard in Oakland. The group plans to tie rainbow ribbons to bus poles to add to those already placed there [...]

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I don't typically read a lot of nonfiction, but I was blown away by , which I stumbled onto by accident. I'm part of a book club and this Christmas, we played some book exchange game where everyone brought a book and we traded and what not. The 57 Bus was hands down the book that everyone was fighting over, the premise is that compelling. I didn't go home with the book that night, by the way. It was stolen right out of my hands. But they let me borrow it and I read it and wow! I have thought about, talked about, and recommended this book a lot since reading it.

The 57 Bus is narrative nonfiction that tells the true story of an agender teen, Sasha, who rode the 57 bus home every day. One day, on that bus, three teen boys are being obnoxious jerks and Richard takes a lighter to Sasha's skirts and seems surprised when it goes up in flames. The remainder of the story discusses Sasha's recovery and the court case surrounding Richard. It's a remarkable story about identity, choices, consequences and, in the end, forgiveness.

In the midst, there are a lot of informational tidbits thrown in that I think everyone who values, raises, or works with teens should read.

1. Gender and Sexual Identity

Sasha does not identify as male or female and considers themselves to be agender. Sasha's preferred pronouns are they/them. I am not going to lie, I what my friend calls "an old" AND I come from a conservative Christian background, so trying to think differently about the gender binary is challenging. And although I have teens and adult friends that identify as asexual or aromantic, I continue to grapple with what these terms mean and put them into context into what I thought I knew about the world and the people who populate it. The 57 Bus has one of the best, most straightforward discussions about what various terms on the GLBTQ spectrum mean. In addition, seeing how Sasha's parents and the community respond to Sasha is a very educational experience. In my library, we have a lot of teens who identify as being on the GLBTQAI+ spectrum and this discussion is helpful in understanding what those various labels mean.

2. The Teenage Brain

Part of my job is knowing and understanding adolescent development. One thing we know is that the teen brain is very different from the adult brain. Teens don't make the same decisions that adults would make because their brains are literally wired different. The 57 Bus has one of the best discussions of those differences and what that means that I have ever read. If you work with teens, you need to read this chapter alone just to help get a deeper understanding of why teens think and act differently, and why they make decisions that make absolutely no sense to adults. Teens are not mini-adults, and understanding the teenage brain is imperative in being able to serve them.

3. Adolescent Justice

It is no secret that the United States has one of the highest rates of incarceration in the world. At a previous library I worked there was a local juvenile detention center and I worked with that detention center in various ways to provide services and materials to those teens. The 57 Bus really challenges the idea of trying teens as adults given what we know about the adolescent brain. It posits the question: given what we know about the development of the teenage brain, can we justify trying teenagers for their crimes as adults?

4. Forgiveness

Throughout the story of The 57 Bus is a discussion about forgiveness and reconciliation. Sasha's family is approached by a group that wants to lead them through the reconciliation process with Richard. Richard himself writes several letters to Sasha asking for forgiveness. In the end, Sasha's family chooses to speak on Richard's behalf, despite the overwhelming pain and suffering that Sasha has undergone. Even if you don't agree with the ideas presented, it's an interesting point of view to sit with.

5. Awards

The 57 Bus is now an award-winning book, having won a Stonewall Book Award at the 2018 Youth Media Awards recently announced. It was also honored with a YALSA AWARD FOR EXCELLENCE IN NONFICTION FOR YOUNG ADULTS. It deserves these awards, it's that good.

The 57 Bus also features teachers being awesome, a look at complex family dynamics, friendship and more. The teens in this story also create their own game which is one of my favorite things ever. I just highly recommend this book.

Filed under: YA Lit, YA Literature

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Take 5: Five Reasons You Should Read THE 57 BUS by Dashka Slater, seriously right now

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I don't typically read a lot of nonfiction, but I was blown away by The 57 Bus, which I stumbled onto by accident. I'm part of a book club and this Christmas, we played some book exchange game where everyone brought a book and we traded and what not.

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A review of the story highlighting the book's main theme 

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A review of the story highlighting the book's main theme 

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In November 2013, one Oakland teenager on the 57 bus put a lighter to another kid's skirt, which then went up in flames, leaving the victim with second and third-degree burns. The offender, Richard, was a black male, from a public high school and a low-income single-parent family; the victim, Sasha, was white and agender, from a private high school and middle-class family. Slater, who wrote about the incident for the New York Times, draws on interviews and primary-source information for this thoughtful and creative book-length treatment; compact one to three-page chapters incorporate narrative prose, text exchanges and Tumblrs, bullet-pointed lists of facts, and brief swatches of free-verse poetry. The book's main theme is resistance to reductive binaries, whether it's good and bad, adult and child, or male and female. It's clear, for instance, that Richard wasn't the monster of hate that early reports suggested but a nice if troubled kid with a big follower streak and a tendency toward bad decisions, and his initial treatment as an adult by the courts was questioned by many, including the victim's family. There's also a lot of exploration of the problematic nature of justice in life as well as in the court system. This will be a reliable discussion starter for readers of various aptitude levels, and it would make a fascinating complement to Myers' Monster (BCCB 5/99). End matter includes information about gender neutrality and juvenile detention; some information about sources can be found in the acknowledgments, but there are no notes.

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In November 2013, one Oakland teenager on the 57 bus put a lighter to another kid's skirt, which then went up in flames, leaving the victim with second and third-degree burns. The offender, Richard, was a black male, from a public high school and a low-income single-parent family; the victim, Sasha, was white and agender, from a private high school and middle-class family.

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After a poor, black teen sets an “agender” teen on fire, their families bring attention to hate crimes and work to keep the young felon out of adult prison.

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A list of the characters so you can get to know them better

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A list of the characters so you can get to know them better

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A list of all the characters in The 57 Bus. The 57 Bus characters include: .

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A clear definition of what Restorative Justice is

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A clear definition of what Restorative Justice is

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What is restorative justice?

Restorative justice is a set of principles and practices that create a different approach to dealing with crime and its impacts. Restorative justice practices work to address the dehumanization frequently experienced by people in the traditional criminal justice system. Instead of viewing a criminal act as simply a violation of a rule or statute, restorative justice sees this action as a violation of people and relationships.

Restorative justice seeks to examine the harmful impact of a crime and then determines what can be done to repair that harm while holding the person who caused it accountable for his or her actions. Accountability for the offender means accepting responsibility and acting to repair the harm done. Outcomes seek to both repair the harm and address the reasons for the offense, while reducing the likelihood of re-offense. Rather than focusing on the punishment meted out, restorative justice measures results by how successfully the harm is repaired.

Additionally, restorative justice seeks to include those most directly affected by a crime in the justice process, namely victims and survivors. Rather than a process focused on the offender, restorative justice focuses on those who have been harmed and the harms they have experienced. In the restorative justice process, victims are empowered to participate more fully than in the traditional system. Likewise, the community plays an important role in the restorative process by establishing standards of conduct, helping to hold an offender accountable, and providing support to the parties involved and opportunities to help repair the harm that has occurred. The opportunity to express the harm a victim has experienced, full participation in decision making, and support from the community all aid in the healing in the aftermath of a serious crime.

More specifically, the diagram shows that community safety connects the victim and the community, accountability connects the community and the offender, and competency development connects the offender and the victim.

Restorative Justice Principles

1. Crime is a violation of people and relationships. Crime hurts individual victims, communities, and offenders and creates obligations to put things right. Restoration means repairing the harm done and rebuilding relationships in the community.

2. Victims and the community are central to the justice process. All parties should be a part of the response to a crime-victim (if he or she chooses to be involved), community, and the offender.

3. A primary focus of a justice process is to assist victims and address needs. The victim's perspective is key to determining how to repair the harm resulting from the crime.

4. The secondary focus is restoring the community to the degree possible. The offender has a personal responsibility to victims and to the community for wrongs committed. Parties involved in the restorative justice process share responsibility for repairing harm through partnerships for action. The community has a responsibility for the well-being of all its members, including both victims and offenders.

5. All human beings have dignity and worth. Victim and offender are both able to move forward with respect, and dignity, and are re-integrated into the broader community as much as possible.

Criminal Justice

Restorative Justice

Crime is a violation of the law and the state.

Crime is a violation of people and relationships.

Violations create guilt.

Violations create obligations.

Justice requires the state to determine blame (guilt) and impose pain (punishment).

Justice involves victims, offenders and community members in an effort to put things right.

Central focus: Offenders getting what they deserve.

Central focus: Victim needs and offender responsibility for repairing harm.

Criminal Justice

Restorative Justice

What laws have been broken?

Who has been hurt?

Who did it?

What are their needs?

What do they deserve?

Whose obligations are these?

(Howard Zehr, Little Book of Restorative Justice, pg. 21)

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Restorative justice is a set of principles and practices that create a different approach to dealing with crime and its impacts. Restorative justice practices work to address the dehumanization frequently experienced by people in the traditional criminal justice system.

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A summary of the story about Sasha and Richard's story

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A summary of the story about Sasha and Richard's story

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The Fire on the 57 Bus in Oakland (Published 2015)

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One teenager flicked a lighter, and two families’ lives were changed forever.