Late-Adolescent Delinquency: Risks and Resilience for Girls Differing in Risk at the Start of Adolescence

Autor/inn/en	Stevens, Tia; Morash, Merry; Park, Suyeon
Titel	Late-Adolescent Delinquency: Risks and Resilience for Girls Differing in Risk at the Start of Adolescence
Quelle	In: Youth & Society, 43 (2011) 4, S.1433-1458 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X10386078
Schlagwörter	Resilience (Psychology); Community Characteristics; Poverty; Delinquency; Females; Early Adolescents; At Risk Persons; Feminism; Crime; Family Characteristics; Prediction; Interviews; Institutionalized Persons; Minority Groups; Prevention; School Safety + Suchen Sie Ihr Suchwort? Armut; Kriminalität; Weibliches Geschlecht; Risikogruppe; Feminismus; Crimes; Delict; Delicts; Delikt; Vorhersage; Interviewing; Interviewtechnik; Ethnische Minderheit; Prävention; Vorbeugung
Abstract	Based on resilience and feminist criminological theories, several individual, family, and community characteristics were hypothesized to predict late-adolescent delinquency for girls varying in early-adolescent risk. Girls aged 12 and 13 were interviewed each year as part of the National Longitudinal Survey of Youth 1997. Predictors of late-adolescent delinquency were compared for girls in and below the top 10% in self-reported early-adolescent delinquency. Girls who were higher in delinquency in early adolescence were resilient by 2002 if they had no incarcerated family members and high parental monitoring. Girls with little or no early delinquency were at risk for illegal activity by age 17 primarily due to contextual adversities, low hope for the future, poverty status, and minority racial status. Persistently delinquent girls require programming to address multiple risk and protective factors over an extended time. To prevent delinquency beginning later in adolescence, girls need safe community and school contexts. (Contains 2 tables and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10