Juvenile Delinquency Among African Americans

Joseph, Janice

doi:10.1177/002193479502500405

Cited by 17 publications

(18 citation statements)

References 30 publications

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“…Similarly, curfew laws do not affect juveniles' relationships with the school, nor how problems in this relationship can motivate delinquency and increase exposure to delinquent friends. School reduces delinquency for youths who are committed to school (believe in the goals of school), like school, and are achieving in school; but it can increase delinquency for those who are not committed, who dislike school, and are not doing well in school (e.g., Agnew 1985; Denton and Kampfe 1994;Fagan and Wexler 1987;Frease 1973;Hagan 1991;Jenkins 1995;Joseph 1995;Krohn and Massey 1980;Lauritsen 1994;Mann 1981;Pink 1982;Rankin 1980;Schafer andPolk 1972a, 1972b;White, Pandina, and LaGrange 1987). Seydlitz and Jenkins (1998:71) summarize the problem as follows: "[S]tudents who do poorly in school are shunned by teachers and other students, dislike school, view school as dull and boring, devalue themselves, develop a negative attitude toward schoolwork and school rules, perceive school as irrelevant, spend more time with friends, have more friends who are dropouts, and view peers as more salient."…”

Section: Major Correlates Of Delinquencymentioning

confidence: 99%

Do juvenile curfew laws work? A time-series analysis of the New Orleans law

2000

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Section: Major Correlates Of Delinquencymentioning

confidence: 99%

Do juvenile curfew laws work? A time-series analysis of the New Orleans law

2000

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“…In most cases, nondelinquent youth have more positive perceptions of school and education than delinquent youth. Non-delinquent youth were inclined to have better grades (Joseph, 1996), had better attendance (Gottfredson, 1987), and participated more in school-sponsored activities (Joseph, 1995). Thus, youth who have positive experiences in school seem less likely to commit delinquent acts.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Scant research exists regarding the differences in predicting delinquency across racial/ethnic populations. Joseph (1995) suggests that one cannot understand delinquency among racial/ethnic minorities unless one understands the social context of the group. This research study attempts to answer questions regarding the prediction of self-reported delinquency among racial/ethnic groups as well as to determine whether these predictors are consistent across African-American, Anglo, and Hispanic sub-samples.…”

mentioning

confidence: 99%

Examining Interpersonal Relationship Predictors Of Delinquency Across Ethnic and Racial Samples

Shears

Furman

2005

Child Adolesc Soc Work J

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This study examined the associations between self-reported delinquency and elements of control theory. The subjects used for this study were adolescent males participating in an intervention program for youth at risk for alcohol and drug use. This study included quantitative measures of adolescents' self-reports and referring agencies' reports, which were administered during intake interviews. A regression analysis was used to determine whether elements of control theory predict self-reported delinquency. The measure was also utilized to explore whether the predictors are consistent across ethnic and racial sub-groups. The results support other empirical studies that suggest there is a statistically positive relationship between interpersonal relationships and delinquency.

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“…One important unintended consequence of concentrating "deviant or disruptive" students in one setting is that they may learn deviant behavior from each other (Reeding & Shalf, 2001;Reinke & Walker, 2005). Having delinquent companions has been shown to be a significant predictor of school delinquency for both males and females (Joseph, 1995).…”

Section: Zero-tolerance Policiesmentioning

confidence: 99%

“…There is also a need for research examining the relationship between delinquent students and the experiences in schools they have attended (Joseph, 1995).…”

Section: School To Prison Pipeline Thesismentioning

confidence: 99%

Longitudinal predictors of disciplinary alternative school placement and the risk of subsequent juvenile detention in a cohort of third grade children.

Vanderhaar¹

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DEDICATIONThis dissertation is dedicated to Norman, Brandon, and Tremane, whose early struggle for dignity and hope inspired this work. Sue Lasky, Dr. Marco Munoz, and Dr. Blain Hudson for their time, energy, support, and contributions to this study. In addition, I would like to thank Dr. Stringfield for exuding passion and a sense of urgency in every conversation and lecture, and for providing me an assistantship that helped me grow in knowledge and experience; Dr. Lasky for imparting her rich knowledge and understanding of the socio-culturallens and her tremendous nurturing support; Blaine Hudson for first introducing me to the critical intersections of history, educational policy, race and inequality; and to Dr. Munoz for being the best mentor one could ever hope for, who leads by his shining example and whose kindness and words of wisdom will always be cherished. A special thanks to Dr.Robert Rodosky for the countless opportunities he has provided for my professional growth over the years and for his invaluable input to this study. Alternative school settings for students who are identified as "disruptive or dangerous" are playing an increasingly prominent role in the world of public education, yet many gaps in the research literature are abound. This dissertation study is an effort to contribute to an understanding of the students placed in these alternative schools, identify longitudinal predictors of placement, and assess the risk of subsequent involvement of the juvenile justice system.The study sample consisted of an entire cohort of third grade children in a large metropolitan school district. Through the use of the methodological technique of discrete-time hazard analysis, time-constant and time-varying predictors of placement between 3 rd and lih grade were examined. The predictor variables used in the study included student demographic, academic and non-academic characteristics that were extracted through the districts large data warehouse. Also under examination in this study was whether, and if so when, students who experienced alternative school placement subsequently experienced a juvenile detention before 12th grade. VIThe results of this study indicated that cumulatively, 9% of the total cohort experienced placement in a disciplinary school by the end of 12th grade. The hazard of placement was greatest in 7th grade. African-American males were disproportionately represented among students placed. The discrete-time hazard models revealed that variables minority, male, free/reduced lunch status, school mobility, EmotionalBehavioral disability, absenteeism, and grade retention were significant predictors of placement through time. Out of school suspension remained the strongest predictor even when controlling for other significant predictors. Over a third of the student placed in alternative school experienced a subsequent juvenile detention. Of those placed in alternative school during elementary, half experienced juvenile detention before the end of lih grade. Logistic regression results indica...

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Juvenile Delinquency Among African Americans

Cited by 17 publications

References 30 publications

Do juvenile curfew laws work? A time-series analysis of the New Orleans law

Do juvenile curfew laws work? A time-series analysis of the New Orleans law

Examining Interpersonal Relationship Predictors Of Delinquency Across Ethnic and Racial Samples

Longitudinal predictors of disciplinary alternative school placement and the risk of subsequent juvenile detention in a cohort of third grade children.

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