Why Do Good Kids Do Bad Things? Considering Multiple Contexts in the Study of Antisocial Fighting Behaviors in African American Urban Youth

Foney, Dana M.; Cunningham, Michael

doi:10.2307/3211233

Cited by 28 publications

(21 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The current data support existing research that having peers who engage in violent and aggressive behavior is correlated with an individual engaging in similar behavior (Espelage et al, 2003; Foney et al, 2002; Griffin et al, 1999; Smith et al, 2001). In our study, fighting increased as the number of peers who fight increase.…”

Section: Discussionsupporting

confidence: 86%

“…Having peers who engage in deviant, violent, and aggressive behavior is correlated with an individual engaging in similar behavior (Dishion et al, 1994; Espelage, Holt, & Henkel, 2003; Foney et al, 2002). In addition to the correlation between peer fighting and individual behavior (Espelage et al, 2003), youth perceptions of their friends' behaviors are also highly correlated with and/or predictive of their own behaviors (Griffin et al, 1999; Smith et al, 2001).…”

Section: Risk Factors For Fightingmentioning

confidence: 99%

See 1 more Smart Citation

A Glimpse Into Urban Middle Schools on Probation for “Persistently Dangerous” Status: Identifying Malleable Predictors of Fighting

Jones

Bradshaw

Haynie

et al. 2009

Journal of School Violence

View full text Add to dashboard Cite

The No Child Left Behind Act requires state boards of education to identify schools that are unsafe. Schools that are identified by measures such as suspension and expulsion rates are subsequently labeled "persistently dangerous." To our knowledge there is no published research that attempts to characterize fighting behavior among youth who may attend schools designated as "persistently dangerous." Two hundred and thirteen sixth grade African American boys and girls attending two urban middle schools on probation for "persistently dangerous" status were examined to investigate differences in demographic characteristics of gender and age and predictor factors of non-parental adult mentorship, parental acceptance of fighting behavior, and peer fighting. These analyses suggest a relationship between the number of peers who fight, youth who believed their parents endorse fighting, and youth without non parental adult mentorship were more likely to fight. This study also indicates that regardless of school status there are modifiable predictors associated with early adolescent fighting.

show abstract

Section: Discussionsupporting

confidence: 86%

Section: Risk Factors For Fightingmentioning

confidence: 99%

A Glimpse Into Urban Middle Schools on Probation for “Persistently Dangerous” Status: Identifying Malleable Predictors of Fighting

Jones

Bradshaw

Haynie

et al. 2009

Journal of School Violence

View full text Add to dashboard Cite

show abstract

“…negative or positive) of adolescent peer support for academic achievement as mutually exclusive (e.g., Benhorin & McMahon, 2008; Stoddard, Zimmerman, & Bauermeister, 2012; Wang & Eccles, 2012). In both cases, research suggests that positive peer support is associated with positive outcomes (e.g., Carter & Forsyth, 2010; Rice, Barth, Guadagno, Smith, & McCallum, 2013; Ryabov, 2011; Wilson, Karimpour, & Rodkin, 2011), and negative peer support is associated with negative outcomes (e.g., Bellmore, Chen, & Rischall, 2013; Bettencourt & Farrell, 2013; Foney & Cunningham, 2002; Young, Rebellon, Barnes, & Weerman, 2014). However, adolescents’ quality of peer relationships is complex with some having a combination of peers with both negative and positive achievement values.…”

Section: Introductionmentioning

confidence: 99%

School and peer influences on the academic outcomes of African American adolescents

Butler‐Barnes

Estrada-Martínez

Colin

et al. 2015

Journal of Adolescence

View full text Add to dashboard Cite

Little scholarship explores how adolescents’ beliefs about school and peers influence the academic outcomes of African American boys and girls. The sample included 612 African American boys (N=307, Mage=16.84) and girls (N=305, Mage=16.79). Latent class analysis (LCA) revealed unique patterns for African American boys and girls. Findings indicate that for African American boys, school attachment was protective, despite having peers who endorsed negative achievement values. Furthermore, socio-economic (SES) status was associated with higher grade point averages (GPA) for African American girls. Overall, these findings underscore the unique role of school, peer, and gendered experiences in lives of African American adolescents.

show abstract

“…Research shows that these punishments are associated with various negative academic outcomes, including school failure, grade retention, negativity toward school, and a greater likelihood of dropping out (Nichols, 2004 ;Schiraldi & Zeidenberg, 2001 ;Skiba & Peterson, 1999 ), all of which are risk factors for offending. Further, the use of these forms of discipline seems to actually increase the probability that the students receiving these disciplinary measures will commit delinquent acts at school, such as participate in physical fi ghts, carry weapons, smoke, and use alcohol and other drugs (Schiraldi & Zeidenberg, 2001 ) , and engage in delinquency within the greater community (Foney & Cunningham, 2002 ;Nichols, 2004 ) .…”

Section: School-level Factorsmentioning

confidence: 99%

The Impact of Schools and Education on Antisocial Behavior over the Lifecourse

Payne

Welch

2012

Handbook of Life-Course Criminology

View full text Add to dashboard Cite

Lifecourse/developmental (LCD) perspectives and theories have gained a prominent role in the examination of antisocial behavior over the last two decades. However, much of this work does not thoroughly investigate the in fl uence of schools and education. Although there is a large body of work investigating school-related risk factors of antisocial behavior, an area of research that aligns well with the LCD perspective, education is not a primary focus in the majority of the established LCD theories. In addition, there is little work that examines the role of schools and education through a general LCD lens. This chapter will review the research that has been conducted in each of these areas and discuss possible directions for future theoretical and methodological analysis of antisocial behavior within the LCD perspective. KeywordsLifecourse/developmental • School delinquency • Antisocial behavior • Education and crime • School risk factors

show abstract

Why Do Good Kids Do Bad Things? Considering Multiple Contexts in the Study of Antisocial Fighting Behaviors in African American Urban Youth

Cited by 28 publications

References 33 publications

A Glimpse Into Urban Middle Schools on Probation for “Persistently Dangerous” Status: Identifying Malleable Predictors of Fighting

A Glimpse Into Urban Middle Schools on Probation for “Persistently Dangerous” Status: Identifying Malleable Predictors of Fighting

School and peer influences on the academic outcomes of African American adolescents

The Impact of Schools and Education on Antisocial Behavior over the Lifecourse

Contact Info

Product

Resources

About