Education and Delinquency Summary of a Workshop (2000) / Chapter Skim
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Linking School Performance and Delinquency
Linking School Performance and Delinquency
Pages 13-20
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From page 13... ...
In addition, many studies have shown that family and child characteristics predict both problems in school and an increased likelihood of delinquent behavior. Despite the ongoing discussion of the direction of causality, the evidence is clear that poor school performance, truancy, and leaving school at a young age are connected to juvenile delinquency (Bachman et al., 1971; Elliott, 1978; Elliott and Voss, 1974; Farrington, 1986; Hagan and McCarthy, 1997; Hawkins et al., 1998; Huisinga and lakob-Chien, 1998; Kelly and Batch, 1971; Maguin and Loeber, 1996; Mensch and Kandel, 1988; Polk, 1975; Rhodes and Reiss, 1969; Simons et al., 1991; Thornberry et al., 1984~.
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From page 14... ...
It may be that progression from delinquent behavior to school failure is contingent on other factors, since not every offending juvenile experiences school failure and not every failing student commits offenses. In addition, not every act of delinquency affects school performance in the same way.
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From page 15... ...
That peers exercise influence on the development of delinquent behavior is a common perception among researchers. Workshop participants discussed three issues related to the effects of peers on delinquency: delinquent peer conversations, peer rejection, and unintended negative effects of grouping high-risk youth together for services or programs.
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From page 16... ...
PEER REJECTION Workshop participants also discussed how peer rejection influences delinquency. Research findings in this area are contested, however, and mechanisms through which peer rejection leads to delinquency are not at all clear.
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From page 17... ...
and parents received an intervention designed to reduce problem behavior. Participants were placed in one of four groupsteenagers only, parents only, parents and teens, and self-directed and administered curricula designed to improve communications skills, facilitate better family management, and encourage prosocial behavior.
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From page 18... ...
Workshop participants noted that it might be useful for publicity to be given to harmful as well as beneficial effects and that special care is needed in the evaluation of programs that put misbehaving young people together in groups. COMMON FACTORS Research findings support the existence of common factors that may cause both delinquency and poor school performance.
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From page 19... ...
More research, especially research using longitudinal study designs, is needed to examine how disabilities operate as common causes of both delinquency and poor school performance. Workshop participants also noted the importance of family risk factors as common to both poor school performance and delinquency.
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From page 20... ...
The most serious incidents of violence occur among individuals who for years have displayed minor forms of aggression, including physical fighting, gang fighting, or frequent arguing and bullying. These findings should inform program design and the selection of interventions.
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