Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Who is Likely to Help and Hurt? Profiles of Afr...

volgende artikel Examining the Influence of Family Environments ...

Tip

Swipe om te navigeren naar een ander artikel

01-08-2011 | Empirical Research | Uitgave 8/2011

Understanding the School Outcomes of Juvenile Offenders: An Exploration of Neighborhood Influences and Motivational Resources

Tijdschrift:: Journal of Youth and Adolescence > Uitgave 8/2011

Auteurs:: He Len Chung, Edward P. Mulvey, Laurence Steinberg

» Toegang tot de volledige tekst krijgen

Abstract

As a group, delinquent youth complete less education and show poor academic outcomes compared to their non–delinquent peers. To better understand pathways to school success, this study integrated individual- and neighborhood-level data to examine academic functioning among 833 White, Black, and Hispanic male juvenile offenders (age 14–17) living in two urban communities. A multilevel path analysis confirmed that youth in relatively more affluent communities report greater access to opportunities in the areas of education and employment, and that these opportunities are associated with higher expectations to succeed and better grades. Findings highlight the importance of taking an ecological approach for understanding processes that shape school effort and achievement. Implications are discussed in the context of promoting academic success among juvenile offenders, specifically, and for understanding pathways to healthy adjustment, more generally.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Meer informatie

Andrews, D. A., & Bonta, J. (1998). The psychology of criminal conduct. Cincinnati, OH: Anderson Publishing.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Bean, R. A., Bush, K. R., McKenry, P. C., & Wilson, S. M. (2003). The impact of parental support, behavioral control, and psychological control on the academic achievement and self-esteem of African American and European American adolescents. Journal of Adolescent Research, 18, 523–541. CrossRef

Bloom, J. (2007). (Mis)reading social class in the journey towards college: Youth development in urban America. Teachers College Record, 109, 343–368.

Boardman, J. D., & Robert, S. A. (2000). Neighborhood socioeconomic status and perceptions of self-efficacy. Sociological Perspectives, 43, 117–136.

Borduin, C. M., Schaeffer, C. M., & Heiblum, N. (2009). A randomized clinical trial of multisystemic therapy with juvenile sexual offenders: Effects on youth social ecology and criminal activity. Journal of Consulting and Clinical Psychology, 77, 26–37. PubMedCrossRef

Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste. Cambridge, MA: Harvard University Press.

Boyle, M. H., Georgiades, K., Racine, Y., & Mustard, C. (2007). Neighborhood and family influences on educational attainment: Results from the Ontario Child Health Study follow-up 2001. Child Development, 78(1), 168–189. PubMedCrossRef

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.

Brooks-Gunn, J., Duncan, G. J., Klebenov, P. K., & Sealand, N. S. (1993). Do neighborhoods influence child and adolescent development? American Journal of Sociology, 99, 353–395. CrossRef

Bryk, A. S., & Raudenbush, S. W. (1992). Advanced quantitative techniques in the social science, vol. 1: Hierarchichal linear models: Applications and data analysis methods. Newbury Park: Sage.

Cernkovich, S., & Giordano, P. (1992). School bonding, race and delinquency. Criminology, 30(2), 261–291. CrossRef

Chung, H. L., Little, M., & Steinberg, L. (2005). The transition to adulthood for adolescents in the juvenile justice system: A developmental perspective. In C. Flanagan, G. R. Ruth, D. W. Osgood, & E. M. Foster (Eds.), On your own without a net: The transition to adulthood for vulnerable populations (pp. 68–91). Chicago, IL: University of Chicago Press.

Chung, H. L., & Steinberg, L. (2006). Relations between neighborhood factors, parenting behaviors, peer deviance, and delinquency among serious juvenile offenders. Developmental Psychology, 42(2), 319–331. PubMedCrossRef

Connell, J. P., Halpern-Felsher, B. L., Clifford, E., Crichlow, W., & Usinger, P. (1995). Hanging in there: Behavioral, psychological, and contextual factors affecting whether African-American adolescents stay in high school. Journal of Adolescent Research, 10(1), 41–63. CrossRef

Cook, T. D., Church, M. B., Ajanaku, S., Shadish, W. R., Jr., Kim, J.-R., & Cohen, R. (1996). The development of occupational aspirations and expectations among inner-city boys. Child Development, 67(6), 3368–3385. PubMedCrossRef

Crowder, K., & South, S. J. (2003). Neighborhood distress and school dropout: The variable significance of community context. Social Science Research, 32, 659–698. CrossRef

Danish, S. (1997). Going for the Goal: A life skills program for adolescents. In G. W. Albee & T. P. Gullotta (Eds.), Primary prevention works (pp. 291–312). Thousand Oaks, CA: Sage.

De Li, S. (1999). Social control, delinquency, and youth status achievement: A developmental approach. Sociological Perspectives, 42, 305–324.

Dumais, S. A. (2002). Cultural capital, gender, and school success: The role of habitus. Sociology of Education, 75, 44–68.

Duncan, G. J. (1994). Families and neighbors as sources of disadvantage in the schooling decisions of White and Black adolescents. American Journal of Education, 103(1), 20–53. CrossRef

Duncan, G. J., & Raudenbush, S. W. (2001). Neighborhoods and adolescent development: How can we determine the links? In A. Booth & A. C. Crouter (Eds.), Does it take a village? Community effects on children, adolescents, and families (pp. 105–136). Mahwah, NJ: Erlbaum.

Eamon, M. K. (2005). Social-demographic, school, neighborhood, and parenting influences on the academic achievement of Latino young adolescents. Journal of Youth and Adolescence, 34, 163–174. CrossRef

Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., et al. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48, 90–101.

Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology, 5th ed.: Vol 3. Social, emotional, and personality development (pp. 1017–1095). Hoboken, NJ: Wiley.

Eccles-Parsons, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et al. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). San Francisco: Freeman.

Elliott, D. S., & Voss, H. L. (1974). Delinquency and dropout. Lexington, MA: D.C. Heath and Company.

Ensminger, M. E., & Juon, H. S. (1998). Transition to adulthood among high-risk youth. In R. Jessor (Ed.), New perspectives on adolescent risk behavior (pp. 365–391). New York: Cambridge University Press.

Ensminger, M. E., Lamkin, R. P., & Jacobson, N. (1996). School leaving: A longitudinal perspective including neighborhood effects. Child Development, 67(5), 2400–2416. PubMedCrossRef

Farkas, G. (2003). Cognitive skills and noncognitive traits and behaviors in stratification processes. Annual Review of Sociology, 29, 541–562. CrossRef

Fogel, S. J. (2004). Risks and opportunities for success: Perceptions of urban youths in a distressed community and lessons for adults. Families in Society, 85(3), 335–344.

Gottfredson, D. C. (1987). Examining the potential of delinquency prevention through alternative education. Today’s Delinquent, 6, 87–100.

Graber, J. A., Brooks-Gunn, J., & Petersen, A. C. (Eds.). (1996). Transitions through adolescence: Interpersonal domains and context. Hillsdale, NJ: Lawrence Earlbaum Associates.

Hagan, J. (1997). Defiance and despair: Subcultural and structural linkages between delinquency and despair in the life course. Social Forces, 76, 119–134. CrossRef

Hannon, L. (2003). Poverty, delinquency, and educational attainment. Sociological Inquiry, 73, 575–594. CrossRef

Henggeler, S. W., Schoenwald, S. K., Borduin, C. M., Rowland, M. D., & Cunningham, P. B. (1998). Multisystemic treatment of antisocial behavior in children and adolescents. New York: Guilford Press.

Henggeler, S. W., Sheidow, A. J., & Lee, T. (2007). Multisystemic treatment of serious clinical problems in youths and their families. In D. W. Springer & A. R. Roberts (Eds.), Handbook of forensic mental health with victims and offenders: Assessment, treatment, and research (pp. 315–345). New York: Springer.

Hirschi, T. (1969). Causes of delinquency. Berkeley: University of California Press.

Hox, J. (2002). Multilevel analysis techniques and applications. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

Huizinga, D., Thornberry, T., Knight, K., & Lovegrove, P. (2007). Disproportionate minority contact in the juvenile justice system: A study of differential minority arrest/referral to court in three cities. Washington, DC: U.S. Department of Justice.

Kasen, S., Cohen, P., & Brook, J. (1998). Adolescent school experiences and dropout, adolescent pregnancy, and young adult deviant behavior. Journal of Adolescent Research, 13, 49–72. PubMedCrossRef

Leventhal, T., & Brooks-Gunn, J. (2000). The neighborhoods they live in: The effects of neighborhood residence on child and adolescent outcomes. Psychological Bulletin, 126, 309–337. PubMedCrossRef

Leventhal, T., Dupéré, V., & Brooks-Gunn, J. (2009). Neighborhood influences on adolescent development. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology, vol 2: Contextual influences on adolescent development. Hoboken, NJ: Wiley.

MacDonald, J., Bluthenthal, R. N., Golinelli, D., Kofner, A., Stokes, R. J., Sehgal, A., et al. (2009). Neighborhood effects on crime and youth violence: The role of business improvement districts in Los Angeles. Santa Monica, CA: RAND.

MacLeod, J. (1987). Ain’t no makin’ it: Leveled aspirations in a low-income neighborhood. Boulder, CO: Westview Press.

Menard, S., & Elliot, D. S. (1996). Prediction of adult success using stepwise logistic regression analysis. Report submitted to the John D. & Catherine T. MacArthur Foundation.

Mensch, B. S., & Kandel, D. B. (1988). Dropping out of high school and drug involvement. Sociology of Education, 61, 95–113. CrossRef

Mickelson, R. (1990). The attitude-achievement paradox among black adolescents. Sociology of Education, 63, 44–61. CrossRef

Moffitt, T. E. (1993). Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy. Psychological Review, 100, 674–701. PubMedCrossRef

Moffitt, T. E., Caspi, A., Harrington, H., & Milne, B. J. (2002). Males on the life-course-persistent and adolescence-limited antisocial pathways: Follow-up at age 26 years. Development & Psychopathology, 14, 179–207. CrossRef

Monk-Turner, E. (1989). Effects of high school delinquency on education attainment and adult occupational status. Sociological Perspectives, 32, 413–418.

Mortimer, J. T., Zimmer-Gembeck, M. J., Holmes, M., & Shanahan, M. J. (2002). The process of occupational decision making: Patterns during the transition to adulthood. Journal of Vocational Behavior, 61, 439–465. CrossRef

Mulvey, E. P., Steinberg, L., Fagan, J., Cauffman, E., Piquero, A. R., Chassin, L., et al. (2004). Theory and research on desistance from antisocial activity among serious adolescent offenders. Youth Violence and Juvenile Justice, 2(3), 213–236. PubMedCrossRef

Muthén, L. K., & Muthén, B. O. (1998–2010). Mplus user’s guide (6th Ed.). Los Angeles: Muthén & Muthén.

O’Connor, C. (1997). Dispositions toward (collective) struggle and educational resilience in the Inner city: A case analysis of six African-American high school students. American Educational Research Journal, 34(4), 563–629.

Odgers, C. L., Moffitt, T. E., Tach, L. M., Sampson, R. J., Taylor, A., Matthews, C. L., et al. (2009). The protective effects of neighborhood collective efficacy on British children growing up in deprivation: A developmental analysis. Developmental Psychology, 45(4), 942–957. PubMedCrossRef

Ogbu, J. U. (1994). Racial stratification and education in the United States: Why inequality persists. Teachers College Record, 96(2), 264–298.

Oyserman, D. (2007). Social identity and self-regulation. In A. W. Kruglanski & E. T. Higgins (Eds.), Social psychology: Handbook of basic principles (2nd ed., pp. 432–453). New York: Guilford.

Oyserman, D., Bybee, D., & Terry, K. (2006). Possible selves and academic outcomes: How and when possible selves impel action. Journal of Personality and Social Psychology, 91, 188–204. PubMedCrossRef

Oyserman, D., & Markus, H. R. (1990). Possible selves and delinquency. Journal of Personality and Social Psychology, 59(1), 112–125. PubMedCrossRef

Oyserman, D., Terry, K., & Bybee, D. (2002). A possible selves intervention to enhance school involvement. Journal of Adolescence, 25, 313–326. PubMedCrossRef

Rosenbaum, J. E. (2001). Beyond college for all: Career paths for the forgotten half. New York: Russell Sage Foundation.

Sampson, R. J., & Laub, J. (1993). Crime in the making: Pathways and turning points through life. Cambridge: Harvard University Press.

Sampson, R. J., Morenoff, J. D., & Earls, F. (1999). Beyond social capital: Spatial dynamics of collective efficacy for children. American Sociological Review, 64(5), 633–660. CrossRef

Sampson, R. J., Raudenbush, S. W., & Earls, F. (1997). Neighborhoods and violent crime: A multilevel study of collective efficacy. Science, 277, 918–924. PubMedCrossRef

Schubert, C., Mulvey, E. P., Cauffman, E., Steinberg, L., Losoya, S., Hecker, T., et al. (2004). Operational lessons from the Pathways to Desistance Study. Youth Violence and Juvenile Justice, 2, 237–255. PubMedCrossRef

Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207–231. CrossRef

Siennick, S. E., & Staff, J. (2008). Explaining the educational deficits of delinquent youths. Criminology, 46, 609–635. CrossRef

Spencer, M. B. (1995). Old issues and new theorizing about African American youth: A phenomenological variant of ecological systems theory. In R. L. Taylor (Ed.), Black youth: Perspectives on their status in the United States (pp. 37–70). Westport, CT: Praeger.

Spera, C. (2005). A review of the relationship among parenting practices, parenting styles, and adolescent school achievement. Educational Psychology Review, 17, 125–146. CrossRef

Tanner, J., Davies, S., & O’Grady, B. (1999). Whatever happened to yesterday’s rebels? Longitudinal effects of youth delinquency on education and employment. Social Problems, 46, 250–274. CrossRef

U.S. Bureau of the Census. (2000). 2000 Census of populations and housing: Summary tape file 3A. On CD-ROM. [CD-ROM]. Washington, DC: U.S. Department of Commerce, Bureau of the Census.

Wechsler, D. (1999). Wechsler abbreviated scale of intelligence. New York: The Psychological Corporation, Harcourt Brace & Company.

Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis-Kean, P. (2006). Development of achievement motivation. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 933–1002). Hoboken, NJ: Wiley.

William T. Grant Foundation Commission on Work Family, Citizenship. (1988). The forgotten half: Non-college-bound youth in America. Washington, DC: William T. Grant Foundation.

Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663–676.

Titel: Understanding the School Outcomes of Juvenile Offenders: An Exploration of Neighborhood Influences and Motivational Resources
Auteurs:: He Len Chung
Edward P. Mulvey
Laurence Steinberg
Publicatiedatum: 01-08-2011
DOI: https://doi.org/10.1007/s10964-010-9626-2
Uitgeverij: Springer US
Tijdschrift: Journal of Youth and Adolescence A Multidisciplinary Research Publication
Uitgave 8/2011
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Understanding the School Outcomes of Juvenile Offenders: An Exploration of Neighborhood Influences and Motivational Resources

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 8/2011

Specifying Type and Location of Peer Victimization in a National Sample of Children and Youth

Identity Styles and Conflict Resolution Styles: Associations in Mother–Adolescent Dyads

Who Shapes Whom in the Family: Reciprocal Links Between Autonomy Support in the Family and Parents’ and Adolescents’ Coping Behaviors

Frank C. DiCataldo: The Perversion of Youth: Controversies in the Assessment and Treatment of Juvenile Sex Offenders

Adolescent Sexuality and Positive Well-Being: A Group-Norms Approach

Katrine Fangen, Kirsten Fossan, and Ferdinand Andreas Mohn (Eds): Inclusion and Exclusion of Young Adult Migrants in Europe: Barriers and Bridges