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

Autor/inn/en	Chung, He Len; Mulvey, Edward P.; Steinberg, Laurence
Titel	Understanding the School Outcomes of Juvenile Offenders: An Exploration of Neighborhood Influences and Motivational Resources
Quelle	In: Journal of Youth and Adolescence, 40 (2011) 8, S.1025-1038 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-010-9626-2
Schlagwörter	Neighborhoods; Delinquency; Academic Achievement; Holistic Approach; Path Analysis; Whites; African Americans; Hispanic Americans; Males; Adolescents; Youth; Motivation; Urban Areas; Criminals + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Kriminalität; Schulleistung; Holistischer Ansatz; Pfadanalyse; White; Weißer; Afroamerikaner; Hispanic; Hispanoamerikaner; Male; Männliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; psychologische; Motivation (psychologisch); Urban area; Stadtregion; Straftäter
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10