Skip to main content
Top
Gepubliceerd in: Journal of Youth and Adolescence 7/2014

01-07-2014 | Empirical Research

From the School Yard to the Squad Car: School Discipline, Truancy, and Arrest

Auteurs: Kathryn C. Monahan, Susan VanDerhei, Jordan Bechtold, Elizabeth Cauffman

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 7/2014

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Since the 1990’s, implementation of zero tolerance policies in schools has led to increased use of school suspension and expulsion as disciplinary techniques for students with varying degrees of infractions. An unintended consequence of zero tolerance policies is that school suspension or expulsion may increase risk for contact with the juvenile justice system. In the present study, we test how forced absence from school via suspension or expulsion and chosen absence from school (truancy) are associated with the likelihood of being arrested. Using month-level data from 6,636 months from a longitudinal study of delinquent adolescents (N = 1,354; 13.5 % female; 41.5 % Black, 33.5 % Hispanic-American, 20.2 % White), we compare the likelihood of being arrested, within individuals, for months when youth were and were not suspended or expelled from school and for months when youth were and were not truant. Finally, we test if these associations were moderated by stable demographic characteristics (sex, race, age, history of problem behaviors) and time-varying contextual factors (peer delinquency, parental monitoring, and commitment to school). Being suspended or expelled from school increased the likelihood of arrest in that same month and this effect was stronger among youth who did not have a history of behavior problems and when youth associated with less delinquent peers. Truancy independently contributed to the likelihood of arrest, but this association was explained by differences in parental monitoring and school commitment. Thus, school disciplinary action places youth at risk for involvement in the juvenile justice system and this may be especially true for less risky youth.
Literatuur
go back to reference American Psychological Association Zero Tolerance Task Force. (2008). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. American Psychologist, 63(9), 852–862. doi:10.1037/0003-066X.63.9.852.CrossRef American Psychological Association Zero Tolerance Task Force. (2008). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. American Psychologist, 63(9), 852–862. doi:10.​1037/​0003-066X.​63.​9.​852.CrossRef
go back to reference Arcia, E. (2006). Achievement and enrollment status of suspended students outcomes in a large, multicultural school district. Education and Urban Society, 38(3), 359–369.CrossRef Arcia, E. (2006). Achievement and enrollment status of suspended students outcomes in a large, multicultural school district. Education and Urban Society, 38(3), 359–369.CrossRef
go back to reference Aud, S., KewalRamani, A., Frohlich, L. (2011). America’s youth: Transitions to adulthood (NCES 2012-026). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Aud, S., KewalRamani, A., Frohlich, L. (2011). America’s youth: Transitions to adulthood (NCES 2012-026). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.
go back to reference Belli, R. F. (1998). The structure of autobiographical memory and the event history calendar: Potential improvements in the quality of retrospective reports in surveys. Memory, 6, 383–406. doi:10.1080/741942610.PubMedCrossRef Belli, R. F. (1998). The structure of autobiographical memory and the event history calendar: Potential improvements in the quality of retrospective reports in surveys. Memory, 6, 383–406. doi:10.​1080/​741942610.PubMedCrossRef
go back to reference Bushway, S., & Reuter, P. (2002). Labor markets and crime risk factors. In L. Sherman, D. Farrington, B. Welsh, & D. MacKenzie (Eds.), Evidence-based crime prevention (pp. 198–240). New York: Rutledge Press. Bushway, S., & Reuter, P. (2002). Labor markets and crime risk factors. In L. Sherman, D. Farrington, B. Welsh, & D. MacKenzie (Eds.), Evidence-based crime prevention (pp. 198–240). New York: Rutledge Press.
go back to reference Casella, R. (2003). Zero tolerance policy in schools: Rationale, consequences, and alternatives. Teachers College Review, 105, 872–892.CrossRef Casella, R. (2003). Zero tolerance policy in schools: Rationale, consequences, and alternatives. Teachers College Review, 105, 872–892.CrossRef
go back to reference Caspi, A., & Amell, J. (1994). The reliability of life history calendar data: DPPP technical report no. 94–01. Madison: University of Wisconsin. Caspi, A., & Amell, J. (1994). The reliability of life history calendar data: DPPP technical report no. 94–01. Madison: University of Wisconsin.
go back to reference Dupper, D. R., & Bosch, L. A. (1996). Reasons for school suspensions: An examination of data from one school district and recommendations for reducing suspensions. Journal of Just and Caring Education, 2, 140–159. Dupper, D. R., & Bosch, L. A. (1996). Reasons for school suspensions: An examination of data from one school district and recommendations for reducing suspensions. Journal of Just and Caring Education, 2, 140–159.
go back to reference Felson, M. (1998). Crime and everyday life: Impact and implications for society. Thousand Oaks: Pine Forge. Felson, M. (1998). Crime and everyday life: Impact and implications for society. Thousand Oaks: Pine Forge.
go back to reference Forth, A., Kosson, D., & Hare, R. (2003). The hare psychopathy checklist: Youth version, technical manual. New York: Multi-Health Systems, Inc. Forth, A., Kosson, D., & Hare, R. (2003). The hare psychopathy checklist: Youth version, technical manual. New York: Multi-Health Systems, Inc.
go back to reference Freedman, D., Thornton, A., Camburn, D., Alwin, D., & Young-Demarco, L. (1988). The life history calendar: A technique for collecting retrospective data. Sociological Methodology, 18, 37–68. doi:10.2307/271044.PubMedCrossRef Freedman, D., Thornton, A., Camburn, D., Alwin, D., & Young-Demarco, L. (1988). The life history calendar: A technique for collecting retrospective data. Sociological Methodology, 18, 37–68. doi:10.​2307/​271044.PubMedCrossRef
go back to reference Hemphill, S. A., Tombourou, J. W., Herrenkohl, T. I., McMorris, B. J., & Catalano, R. F. (2006). The effect of school suspensions and arrests on subsequent adolescent antisocial behavior in Australia and the United States. Journal of Adolescent Health, 39(5), 736–744. doi:10.1016/j.jadohealth.2006.05.010.PubMedCrossRef Hemphill, S. A., Tombourou, J. W., Herrenkohl, T. I., McMorris, B. J., & Catalano, R. F. (2006). The effect of school suspensions and arrests on subsequent adolescent antisocial behavior in Australia and the United States. Journal of Adolescent Health, 39(5), 736–744. doi:10.​1016/​j.​jadohealth.​2006.​05.​010.PubMedCrossRef
go back to reference Lahey, B. B., Van Hulle, C. A., D’Onofrio, B. M., Rodgers, J. L., & Waldman, I. D. (2008). Is parental knowledge of their adolescent offspring’s whereabouts and peer associations spuriously associated with offspring delinquency? Journal of Abnormal Child Psychology, 36(6), 807–823. doi:10.1007/s10802-008-9214-z.PubMedCrossRef Lahey, B. B., Van Hulle, C. A., D’Onofrio, B. M., Rodgers, J. L., & Waldman, I. D. (2008). Is parental knowledge of their adolescent offspring’s whereabouts and peer associations spuriously associated with offspring delinquency? Journal of Abnormal Child Psychology, 36(6), 807–823. doi:10.​1007/​s10802-008-9214-z.PubMedCrossRef
go back to reference Laird, R. D., Pettit, G. S., Dodge, K. A., & Bates, J. E. (2005). Peer relationship antecedents of delinquent behavior in late adolescence: Is there evidence of demographic group differences in developmental processes? Development and Psychopathology, 17(1), 127–144. doi:10.1017/S0954579405050078.PubMedCentralPubMedCrossRef Laird, R. D., Pettit, G. S., Dodge, K. A., & Bates, J. E. (2005). Peer relationship antecedents of delinquent behavior in late adolescence: Is there evidence of demographic group differences in developmental processes? Development and Psychopathology, 17(1), 127–144. doi:10.​1017/​S095457940505007​8.PubMedCentralPubMedCrossRef
go back to reference McCrystal, P., Percy, A., & Higgins, K. (2007). Exclusion and marginalisation in adolescence: The experience of school exclusion on drug use and antisocial behaviour. Journal of Youth Studies, 10(1), 35–54. doi:10.1080/13676260701196103.CrossRef McCrystal, P., Percy, A., & Higgins, K. (2007). Exclusion and marginalisation in adolescence: The experience of school exclusion on drug use and antisocial behaviour. Journal of Youth Studies, 10(1), 35–54. doi:10.​1080/​1367626070119610​3.CrossRef
go back to reference Monahan, K. C., Steinberg, L., & Cauffman, E. (2009). Affiliation with antisocial peers, susceptibility to peer influence, and antisocial behavior during the transition to adulthood. Developmental Psychology, 45(6), 1520–1530. doi:10.1037/a0017417.PubMedCentralPubMedCrossRef Monahan, K. C., Steinberg, L., & Cauffman, E. (2009). Affiliation with antisocial peers, susceptibility to peer influence, and antisocial behavior during the transition to adulthood. Developmental Psychology, 45(6), 1520–1530. doi:10.​1037/​a0017417.PubMedCentralPubMedCrossRef
go back to reference Morrison, G. M., Anthony, S., Storino, M. H., Cheng, J. J., Furlong, M. J., & Morrison, R. L. (2001). School expulsion as a process and an event: Before and after effects on children at risk for school discipline. New Directions for Mental Health Services, 2001(92), 45–71. Morrison, G. M., Anthony, S., Storino, M. H., Cheng, J. J., Furlong, M. J., & Morrison, R. L. (2001). School expulsion as a process and an event: Before and after effects on children at risk for school discipline. New Directions for Mental Health Services, 2001(92), 45–71.
go back to reference Osgood, D. W., Anderson, A. L., & Shaffer, J. N. (2005). Unstructured leisure in the after-school hours. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 45–64). Mahwah: Lawrence Erlbaum. Osgood, D. W., Anderson, A. L., & Shaffer, J. N. (2005). Unstructured leisure in the after-school hours. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 45–64). Mahwah: Lawrence Erlbaum.
go back to reference Raffaele-Mendez, L. M., & Knoff, H. M. (2003). Who gets suspended from school and why: A demographic analysis of schools and disciplinary infractions in a large school district. Education and Treatment of Children, 26(1), 30–51. Raffaele-Mendez, L. M., & Knoff, H. M. (2003). Who gets suspended from school and why: A demographic analysis of schools and disciplinary infractions in a large school district. Education and Treatment of Children, 26(1), 30–51.
go back to reference Schubert, C. A., Mulvey, E. P., Steinberg, L., Cauffman, E., Losoya, S. H., Hecker, T., et al. (2004). Operational lessons from the pathways to desistance project. Youth Violence and Juvenile Justice, 2(3), 237–255. Schubert, C. A., Mulvey, E. P., Steinberg, L., Cauffman, E., Losoya, S. H., Hecker, T., et al. (2004). Operational lessons from the pathways to desistance project. Youth Violence and Juvenile Justice, 2(3), 237–255.
go back to reference Skiba, R. J., & Knesting, K. (2001). Zero tolerance, zero evidence: An analysis of school disciplinary practice. In R. J. Skiba & G. G. Noam (Eds.), Zero tolerance: Can suspension and expulsion keep schools safe? (pp. 17–43). San Francisco: Jossey-Bass. Skiba, R. J., & Knesting, K. (2001). Zero tolerance, zero evidence: An analysis of school disciplinary practice. In R. J. Skiba & G. G. Noam (Eds.), Zero tolerance: Can suspension and expulsion keep schools safe? (pp. 17–43). San Francisco: Jossey-Bass.
go back to reference Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review, 34(4), 317–342. doi:10.1023/A:1021320817372.CrossRef Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review, 34(4), 317–342. doi:10.​1023/​A:​1021320817372.CrossRef
go back to reference Snyder, H. N., & Sickmund, M. (2006). Juvenile offenders and victims: 2006 national report. Office of juvenile justice and delinquency prevention. Snyder, H. N., & Sickmund, M. (2006). Juvenile offenders and victims: 2006 national report. Office of juvenile justice and delinquency prevention.
go back to reference Stouthamer-Loeber, M., Loeber, R., Wei, E., Farrington, D. P., & Wilkstrom, P. H. (2002). Risk and promotive effects in the explanation of persistent serious delinquency in boys. Journal of Consulting and Clinical Psychology, 70(1), 111–123. doi:10.1037/0022-006X.70.1.111.PubMedCrossRef Stouthamer-Loeber, M., Loeber, R., Wei, E., Farrington, D. P., & Wilkstrom, P. H. (2002). Risk and promotive effects in the explanation of persistent serious delinquency in boys. Journal of Consulting and Clinical Psychology, 70(1), 111–123. doi:10.​1037/​0022-006X.​70.​1.​111.PubMedCrossRef
go back to reference Taylor, M. C., & Foster, G. A. (1986). Bad boys and school suspensions: Public policy implications for black males. Sociological Inquiry, 56, 498–506.CrossRef Taylor, M. C., & Foster, G. A. (1986). Bad boys and school suspensions: Public policy implications for black males. Sociological Inquiry, 56, 498–506.CrossRef
go back to reference Wald, J., & Losen, D. J. (2003). Defining and redirecting a school-to-prison pipeline. In J. Wald & D. J. Losen (Eds.), New directions for youth development (Vol. 99, pp. 9–15)., Deconstructing the school-to-prison pipeline San Francisco: Jossey-Bass. Wald, J., & Losen, D. J. (2003). Defining and redirecting a school-to-prison pipeline. In J. Wald & D. J. Losen (Eds.), New directions for youth development (Vol. 99, pp. 9–15)., Deconstructing the school-to-prison pipeline San Francisco: Jossey-Bass.
go back to reference Wallace Jr, J. M., Goodkind, S., Wallace, C. M., & Bachman, J. G. (2008). Racial, ethnic, and gender differences in school discipline among US high school students: 1991–2005. The Negro Educational Review, 59(1–2), 47–62. Wallace Jr, J. M., Goodkind, S., Wallace, C. M., & Bachman, J. G. (2008). Racial, ethnic, and gender differences in school discipline among US high school students: 1991–2005. The Negro Educational Review, 59(1–2), 47–62.
Metagegevens
Titel
From the School Yard to the Squad Car: School Discipline, Truancy, and Arrest
Auteurs
Kathryn C. Monahan
Susan VanDerhei
Jordan Bechtold
Elizabeth Cauffman
Publicatiedatum
01-07-2014
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 7/2014
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-014-0103-1

Andere artikelen Uitgave 7/2014

Journal of Youth and Adolescence 7/2014 Naar de uitgave