Does It Take a School? Revisiting the Influence of First Arrest on Subsequent Delinquency and Educational Attainment in a Tolerant Educational Background

Abstract

Objectives: By drawing on cumulative influences of labeling in Western samples, this study examined the relationship between first-time arrest and delinquency and educational attainment in South Korea, a unique cultural context characterized by a heightened focus on education. Method: Propensity score matching was employed to match arrested and nonarrested juveniles. After the groups were balanced on 58 covariates, the matched sample was used to assess the influence of arrest on delinquency and on college enrollment with consideration of the mediating processes of the labeling mechanism and educational characteristics. Results: For a short period, arrest was significantly related to subsequent delinquency, although this association did not persist into the consecutive year. Arrest did not adversely influence college enrollment. The mediating models showed that arrest had a negative influence on deviant self-identity and educational characteristics; however, these associations did not extend to subsequent delinquency and educational attainment. Conclusions: Formal sanction experiences have a more imminent impact on amplifying deviance for arrestees, but this influence does not seem to last long term. Results imply that an education system with a tolerant atmosphere may serve as a buffer against labeling effects and highlight the importance of school context in shaping delinquent behavior.

A Path from Traditional Bullying to Cyberbullying in South Korea: Examining the Roles of Self-Control and Deviant Peer Association in the Different Forms of Bullying

“…Self-control was composed of six items measured on a 5-point Likert scale ranging from 1 (strongly disagree) through 5 (strongly agree) (Kim & Lee, 2019). Items tapped into five of the dimensions of self-control identified by Gottfredson and Hirschi (1990): impulsivity, avoidance of difficult tasks for simple tasks, risk-taking, self-centeredness, and short temper (e.g., "I enjoy risky activities" and "I lose my temper whenever I get angry").…”

Do Negative Emotions Matter? Paths From Victimization to Cyber and Traditional Bullying From a General Strain Theory Perspective

“…Higher values represented higher parental monitoring. Parental attachment was measured using two items (Kim & Lee, 2019). Respondents were asked to rate their level of agreement with two statements: (1) “I am comfortable sharing my thoughts and feelings with my parents” and (2) “I often talk about what happens to me outside the home.” A 5-point Likert scale was used for responses, ranging from 0 (strongly disagree) to 4 (strongly agree).…”

“…Higher values indicated greater parental attachment. Parental abuse was composed of two items (Kim & Lee, 2019). Respondents were asked to rate their agreement with the following statements: (1) “I often receive verbal abuse from my parents” and (2) “I am often badly hit by my parents.” Response categories comprised a 5-point Likert scale, ranging from 0 (strongly disagree) to 4 (strongly agree).…”

“…Victimization. A measure of victimization was created by summing five items to capture the most common victimization among South Korean youth (Kim & Lee, 2019). Respondents were asked whether they had experienced the following acts over the previous 12 months: (1) threatened, (2) bullied, (3) seriously beaten up, (4) robbed, and (5) seriously teased or ridiculed (no = 0, yes = 1).…”

“…Including lagged dependent variables in the estimated models allows for assessment of exogenous independent effects of cyberbullying and traditional bullying over time, without the effect of lagged measures (Williams et al, 2018). Parental monitoring was composed of four items (Kim & Lee, 2019): "When I go out, my parents usually know. .…”