An Exploration of How Public Schools Help to Prevent Delinquency and Facilitate Post-Incarceration School Re-Entry

Autor/in	Kelly-Baker, Michelle
Titel	An Exploration of How Public Schools Help to Prevent Delinquency and Facilitate Post-Incarceration School Re-Entry
Quelle	(2016), (190 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Southern Connecticut State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3399-2937-8
Schlagwörter	Hochschulschrift; Dissertation; Public Schools; Delinquency Prevention; Reentry Students; African American Students; Males; High School Students; Institutionalized Persons; Teacher Student Relationship; After School Programs; Peer Relationship; Prosocial Behavior; Connecticut + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Public school; Öffentliche Schule; Zweiter Bildungsweg; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; High school; High schools; Oberschule; Teacher student relationships; Lehrer-Schüler-Beziehung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Peer-Beziehungen
Abstract	The purpose of this exploratory descriptive study was to help address the need for reintegrating African American male youth into high school by allowing African American males who were in detention the opportunity to chronicle their experiences as they pursue their educational goal of successfully returning and completing high school. The researcher used the triangulation approach (Berg, 2001) to gather information through student and teacher interviews, a student-only focus group, and Connecticut General Statutes and publicly published school documents to explore how schools can support and assess each of the four factors (attachment, commitment, belief, and involvement) of the social bond theory that help to prevent delinquency and facilitate post-incarceration school re-entry among African American male students. The findings indicate a strong school focus is needed to secure the student-teacher bond. Also a strong concerted effort is needed for schools and communities to make available more student-driven, evening pro-social activities which will, in turn, provide a platform for positive peer interactions, positive peer relationships and sever negative peer associations that stimulate teen-age criminality. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01