Delinquency Risks and Disproportionate Impact

Chapte r 6 : D elin quency R is ks a nd D is p ro portio nate Im pa ct ● Facto rs th at In flu en ce D elin qu ency ○ Ris k fa cto rs a re e xp e rie nce s, tr a it s , o r is su es th at m ake a n o utc o m e m ore lik e ly ○ Sta tic r is k f a cto rs c a nno t o r a re d if fic u...

Chapte r 6 : D elin quency R is ks a nd D is p ro portio nate Im pa ct ● Facto rs th at In flu en ce D elin qu ency ○ Ris k fa cto rs a re e xp e rie nce s, tr a it s , o r is su es th at m ake a n o utc o m e m ore lik e ly ○ Sta tic r is k f a cto rs c a nno t o r a re d if fic u lt to c h ange a nd in clu de th in gs lik e dem ogra phic v a ria ble s a n d s o cio e co nom ic s ta tu s ○ Dyn am ic r is k f a cto rs c a n b e m odif ie d a nd in clu de th in gs s u ch a s s u bsta nce u se , peer c h oic e s, a ca dem ic e ffo rt, s ch ool c o n necte dness, a nd s o m e m en ta l h ealt h pro ble m s ○ Pro te ctiv e fa cto rs a re e xp e rie nce s th at d ecre a se th e lik e lih ood o f h arm fu l outc o m es ■ The m ore p ro te ctiv e f a cto rs p re se nt in a y o ung p ers o n’s lif e , th e le ss lik e ly h e o r s h e is t o e xp erie nce th ese o utc o m es ● Eco lo gic a l/ P sych oso cia l M ode l ○ Fra m ew ork to u nd ers ta n din g d elin quen cy th ro u gh it s fo cu s o n th e e tio lo gy a nd in te rre la tio ns o f th e r is k f a cto rs , w hile r e co g niz in g th e o ngoin g im pact o f adole sce nt d eve lo pm ent ○ Mult id im ensio nal c la ssif ic a tio n a ppro ach ○ Base d o n lo n git u din al s tu die s, t h e H ow ell m od el c o m bin es d eve lo pm en ta l th eory and in te ra ctio nal th eo ry o f r is k a n d p ro te ctiv e fa cto rs a cro ss s ta ges w it h in th is fr a m ew ork ■ Long it u din al s tu die s: c o h ort s tu die s t h a t fo llo w s o ve r tim e a g ro u p o f sim ila r in div id uals w ho d if fe r w it h r e sp ect to c e rta in fa cto rs u nder s tu dy, to dete rm in e h ow th ese f a cto rs a ffe ct r a te s o f a c e rta in o utc o m e ● Sch ool D is cip lin e R is k F acto rs ○ The s tu den ts in vo lv e d in s ch oo l d is cip lin e p ro to co ls a re th ose w ho a re e xclu ded fr o m a tte nd in g s h are c o m monalit ie s th at p la ce th em a t h ig her r is k fo r p oor outc o m es ○ Pove rty -R ela te d R is k F acto r ■ Those w ho g ro w u p in p ove rty a re , b oth m in orit y a nd w hit e , le ss lik e ly to gra d uate fr o m h ig h s ch ool a nd m ore li k e ly to b e p oor a s a dult s ■ Chil d re n o f c o lo r a re d is p ro portio nate ly m ore lik e ly to g ro w u p p oor, w it h th e y o ung est c h ild re n m ost a t r is k, a nd n ea rly o ne in th re e c h ild re n o f co lo r w as p oo r in 2 0 13 ■ Im pacts e du ca tio n o u tc o m es fo r c h ild re n, a nd s tu dents o f c o lo r fa re w ors e th a n p oo r w hit e c h ild re n ■ You ng c h il d re n in p oo r fa m ilie s, c o m pare d w it h th ose in n on-p oor fa m il ie s, are t w o t im es m ore li k e ly to h ave b e havio ra l, d eve lo pm en ta l, o r s o cia l dela ys ○ Malt r e atm ent/T ra um a-R ela te d R is k F acto rs ■ Poo r fa m ilie s a re d is p ro p ortio nate ly m ore lik e ly to b e in vo lv e d w it h th e ch ild w elf a re s yste m b eca use o f a buse o r n egle ct ■ A c h il d o r fa m ily ’s e th n ic it y s ig nif ic a ntly in flu ence s th e d ecis io ns a t a lm ost eve ry in ve stig a tiv e s ta ge th at th e c h ild w elf a re p ro fe ssio nals m ake ■ Chan gin g s ch ools o fte n d u rin g fo rm ativ e p erio ds o f a dole sce nce c a n in cre ase th e r is k fo r p oo r p ee r c h oic e s, a bse nte eis m , a nd s ch ool dis cip lin e ■ Stu de nts w it h c h ild m alt r e atm ent h is to rie s h ave s ig nif ic a nt e duca tio nal ris ks a n d le arn in g is su es ● Delin quency R is k F acto rs ○ In div id ual r is k fa cto rs r a re ly a ct a lo ne b u t in te ra ct w it h th e in div id ual’s envir o nm ent in in flu encin g y o un g p eop le to w ard d elin quency ○ In div id ual- R ela te d D elin qu ency R is k F acto rs ■ Chil d re n ● Dif fic u lt te m pera m en t ● Im puls iv e b eh avio r ● Agg re ssiv e ness ● In atte ntiv e p ers o na lit y ● Physic a l a gg re ssio n a nd v io le n ce in c h ild hood a nd a dole sce nce are s tr o ngly lin ke d t o u n su cce ssfu l p ro so cia l a nd p osit iv e p eer re la tio nsh ip s ● The e a rli e r th e o n se t o f th ese b ehavio r d if fic u lt ie s, th e g re a te r ch ance t h e re is fo r a dole sce nt d eli n que ncy ■ Ado le sce n ts ● Those w ho a re le ss c o nn ecte d to th eir s ch ools o r p eers a re a t gre ate r r is k fo r d elin qu ency, e xa ce rb ate d b y p oorly fu nctio nin g fa m il ie s a nd a ny e arly o nse t o f o ffe ndin g b ehavio rs ● Ju ve nile ju stic e in vo lv e m en t a cro ss n um ero us m etr ic s is a ls o pre dic tiv e o r in flu e ntia l o f o ng oin g d elin quency ○ An e a rli e r o n se t o f d e lin q uency a dju d ic a tio n p re dic ts ongo in g o ffe nd in g b e havio rs ○ The g re ate r n um ber o f p rio r a rr e sts in cre ase s la te r a rr e st ris ks ○ Out o f h om e p la ce m ent g re a tly in cre ase s th e c h ance fo r fo rm al a nd o ngoin g ju ve nile c o urt in vo lv e m en t ● Stu de nts w it h s p ecia l e duca tio n d is a bil it ie s a nd th ose w ho a re vic tim s o f m alt r e a tm ent a re a t g re a te r r is k fo r d elin quency adju dic a tio n, d ete ntio n , a n d in ca rc e ra tio n ● In clu de liv in g in p ove rty , fa m ily d ysfu nctio n, b ein g a dopte d, m ale gend er, a nd lo w p are nt e du ca tio n le ve ls ● Malt r e atm ent v ic tim iz a tio n in cre a se s r is k fo r fu rth er p ro ble m s in th e ju ve n ile c o u rts ○ Fam ily -R ela te d R is k F acto rs ■ Chil d re n ● Fam ilie s w it h th e fo llo w in g tr a it s o r c h ara cte ris tic s in cre ase th e ch ance f o r th eir c h ild re n to c o m mit d e lin qu ent a cts , a s w ell a s so m e-s ch o ol r e la te d p ro ble m s ○ Low er p are nta l e duca tio n le ve ls ○ Fam ilie s t h a t m ove o fte n o r p ro vid e d if fe re nt c a re g iv e rs fo r th eir c h ild re n ○ Fam ilie s w ho e xp e rie nce d om estic v io le nce ○ Fam ilie s w it h m em bers w ho a re in vo lv e d in c rim in al activ it ie s ○ You nger m oth e r fa m ilie s ○ Fam ilie s w it h a h is to ry o f a b use o r n egle ct ● Fam ilie s liv in g in p ove rty o ft e n r e m ain in p ove rty ; th ey h ave lit tle upw ard s o cio eco n om ic m obilit y ■ Ado le sce n ts ● One o f t h e s tr o nge st r is ks fo r a do le sce nt d elin quency is in tr a fa m il ia l v io le nce ○ Peer-R ela te d R is k F acto rs ■ As c h il d re n b eco m e a do le sce n ts , th eir r e la tio nsh ip fo cu s s h if ts fr o m pare nts o r g u ard ia ns to p ee rs ■ Pee r r e je ctio n d urin g e arly s ch oo l y e ars in cre a se s s u sce ptib ilit y to th e in flu e nce o f n ega tiv e a nd m ore d evia n t p e ers ■ Agg re ssiv e a nd m ore a nti s o cia l p eers t e n d to a sso cia te w it h e ach o th er durin g p rim ary s ch o ol a nd m ay c o ntin ue in to m id dle a nd h ig h s ch ool ye ars ■ Asso cia tio ns w it h d elin quen t p e ers , a s w ell a s a sso cia tio ns w it h deli n que nt s ib lin gs, in cre ase th e c h an ce s fo r o ffe ndin g b ehavio rs a nd vio le nce ■ Devia nt p eers a nd th e u se o f d ru gs a re r is ks fo r o ngoin g a nd m ore se rio us a nd c h ro n ic y o uth fu l o ffe nd in g ○ Sch ool- R ela te d R is k F acto rs ■ The fo ll o w in g e xp erie n ce s h ave b e en id e ntif ie d ● Low a ca dem ic a ch ie ve m ent ● Poo r a ca d em ic p erfo rm ance in e le m enta ry s ch ool ● Fail u re t o c o m ple te s ch ool ● Fail in g a n a ca dem ic g ra de ● Low c o m mit m ent to s ch ool ● Fre quen t a b se nce s ● Chan gin g s ch ools ● Deli n que nt p eers ○ Com munit y /N eig h borh ood -R ela te d R is k F acto rs ■ The m ore u nsta ble a n eig h borh ood is , th e g re ate r th e r is k fo r p oor c h ild and a d ole sce nt o utc o m es ● Pro te ctiv e F acto rs ○ Im porta nt p ro te ctiv e fa cto rs in clu de ■ Posit iv e p are nt/c a re giv e r-c h ild r e la tio nsh ip ■ Str o ng c h il d s e lf - e ff ic a cy ■ Socia l s u pp ort fr o m p eers , t e a ch ers a nd fa m il y m em bers ● Resilie ncy ○ Seen in tw o w ays ■ The a b ilit y to th riv e d esp it e d if f ic u lt ie s ● Do n ot le t tr a u m a, n eg ativ e p ee rs , p ove rty , d if fic u lt fa m ily sit u atio n s, o r o th er c h alle nges im pact th eir liv e s in a c o nse quentia l way ■ The a b ilit y to a dap t d e sp it e d if fic u lt ie s ● Harm ed b y t h e d if fic u lt ie s b u t fin d w ays to c o pe a nd m ove p ast th ese p ro ble m s to w ard p osit iv e y o ung a dult liv e s ● Dis p ro portio nate Im pact ○ Im pove ris h e d C hild re n a nd A dole sce nts ■ Sch o ols ● Poo r a nd lo w er in co m e s tu den ts a re m ore lik e ly th an n on p oor stu dents to b e p un is h ed in s ch ool a nd w it h h ars h e r d is cip lin e, a nd to b e r e fe rre d to t h e ju ve nile c o urts ● Stu de nts w ho a re m ost im pacte d b y p u nit iv e p olic ie s a re lo w in co m e m ale s o f c o lo r ● Min orit y s tu de nts a re tr e ate d m ore h a rs h ly in u nders e rv e d u rb an sch ools ● Sch o ols w it h a g re ate r p ro portio n o f b la ck s tu dents h ave in cre ase d z e ro to le ra n ce p oli c ie s a nd u se h ars h e r, c o m pare d w it h div e rs io n o r in s ch o ol, d is cip lin e m easu re s ■ Ju ve nile J u stic e ● Part o f th e e xp la na tio n fo r h ig her d elin que ncy r is ks is th at p oore r and m ore u nsta ble n eig h borh ood s h ave w eake r s o cia l c o ntr o ls , in cre asin g r e sid ents ’ is o la tio n , w hic h is r e la te d to h ig h neig hborh oo d tu rn o ve r ○ Child re n a nd A dole sce nts o f C olo r ■ Sch o ols ● Stu de nts o f c o lo r h a ve b een s ig nif ic a ntly m ore a t r is k th an w hit e stu dents fo r s ch o ol d is cip lin e a nd in vo lv e m en t w it h th e sch ool- to -p ris o n p ip elin e ● Bla ck s tu d ents h ave b e en id e ntif ie d a s m ost a t r is k a lt h ough possib ly b eca u se h is to ric a l in ve stig a tio ns a re le ss c o m ple te fo r oth er m in o rit y g ro ups ● These d is p arit ie s a re fo und a cro ss d if f e re nt s ch ool lo ca tio ns a nd sch ool d is tr ic ts a nd in a ll r e gio ns o f th e c o untr y ■ Ju ve nile J u stic e ● Ado le sce n ts o f c o lo r a re o ve rre p re se nte d a t e ach d ecis io n-m akin g poin t w it h in th e ju ve nile ju stic e s yste m ○ Stu dents w it h S pe cia l E duca tio n D is a b ilit ie s ■ Sch o ol D is tr ic ts ● Stu de nts w it h s p ecia l e duca tio n d is a bil it ie s r e p re se nt a la rg e r perc e nta ge o f s u sp ende d a nd e xp elle d s tu dent p opula tio n ● Stu de nt w it h a n e m otio na l d is tu rb ance h ave fo und to b e th e m ost at r is k fo r s ch o ol d is cip lin e ■ Ju ve nile J u stic e In stit u tio n s ● Sig nif ic a n tly la rg e n um bers o f a d ole sce nts in vo lv e d w it h th e ju ve n ile ju stic e c o urts h a ve s p ecia l e du ca tio n d is a bilit ie s, partic u la rly th ose in d ete ntio n a nd in ca rc e ra tio n fa cilit ie s ● Malt r e atm ent a nd T ra um a V ic tim s ○ Seve ra l m alt r e atm ent o utc o m es a re th em se lv e s d elin quency fa cto rs ○ Malt r e atm ent tr a um a h ave p ro fo u nd im pacts o n th e e duca tio nal o utc o m es o f so m e c h ild re n ○ The m ore s e rio us, e arlie r in lif e , o r p e rv a siv e th e m alt r e atm en t v ic tim iz a tio n, th e gre ate r th e r is k o f s p ecia l e duca tio n d is a b ilit ie s, a nd h avin g s p ecia l e duca tio n dis a bilit ie s t h e n is r e la te d to a h ig h er r is k fo r in vo lv e m ent in s ch ool d is cip lin e a nd exclu sio n ○ Malt r e atm ent m ay b e a s tr o ng, a nd f o r m an y s tu dents a d ir e ct, lin k to dis p ro portio n ate s ch ool d is cip lin e ● Lesb ia n, G ay, B is e xu a l, a nd T ra nsg e nder S tu dents ○ Gre ate r r is k fo r in vo lv e m en t in s ch ool d is cip lin e, d elin quent a ctiv it ie s, a nd th e ju ve nile c o u rts ○ Exp erie nce e xclu sio na ry d is cip lin e a nd h o stile s ch ool e nvir o n m en ts in cre asin g th e r is k fo r a rre sts a nd ju ve nile c o urt in vo lv e m en t ○ Avo id ed s ch o ol s u sp e nsio n /e xp uls io ns o r ju ve nile c o urt in vo lv e m ent b ut fe el unsa fe in s c h ool, le a din g t o in cre a se d a bse nte eis m , p oore r a ca dem ic o utc o m es, and d ecre a se d s ch oo l e nga gem ent ○ Bein g fo r m any p eo ple a t h om e ○ Dis p ro portio n ate n um ber o f L G BT a dole sce nts r u n a w ay fr o m h om e, a nd a re hom ele ss ○ Em erg in g e vid ence h as fo und th at L G BT a dole sce nts a re tw ic e a s lik e ly to b e arre ste d a n d d eta in ed fo r s ta tu s a nd o th er n onvio le nt o ffe nse s ● Why th e D is p ro portio na te I m pact? ○ In here nt b ia s a n d T arg etin g ■ Im pli c it a nd e xp lic it b ia s a n d s te re o ty p in g a re n ot e xp la natio ns th at m ake ju ve n ile c o u rt o r s ch o ol p ers o nn el c o m fo rta ble ■ Most in d iv id u als h ave s te re oty p e s t h a t m ay u nkn ow in gly a ffe ct th eir perc e ptio n s o f o th e rs ■ The s tu de nts w ho a re d is p ro po rtio n ate ly in vo lv e d w it h s ch ool d is cip lin e and ju ve nil e c o urts d o n ot m is b e have m ore n or a re th ey m ore p ro n e to ca usin g s ch ool o r c o m mun it y b ase d p ro ble m s ■ Unfa ir ta rg e tin g b y s ch oo l a nd p o lic e p e rs o n nel m ay e xp la in s u ch dis p a rit y ○ Com orb id D if fic u lt ie s ■ Rare ly is it a s in gu la r e xp erie nce t h a t le ads to s tu dents ’ in vo lv e m en t in th e s ch ool t o p ris o n p ip elin e o r o th er p ath w ays to th e ju ve nile c o urts ■ Ju ve nile ju stic e a nd s ch oo l p ers o nne l s h ould d ilig ently in ve stig ate mit ig atin g h is to ry a nd c ir c u m sta nce w hen p ossib le b efo re in vo kin g arr e sts o r s ch o ol e xclu sio n p o lic ie s ○ Segre gatio n b y R ace a nd C la ss ■ A c o m mon n arr a tiv e fo r m any s tu de nts c a ught w it h in s ch ool d is cip lin e pro to co ls a nd t h o se a dole sce nts fo rm all y in vo lv e d w it h th e ju ve nile c o urts it th a t th ere is s u btle , o r n ot s o s u btle , r a cia l p ro filin g le adin g to dis p ro po rtio n ate o utc o m es fo r th ose o f c o lo r ■ In h ere nt b ia s m ay im pact t e a ch ers a nd o th er s ch ool p ers o n nel a nd h as gene ra te d c o nce rn s a bou t te ach er a n d s tu dent e th nic it ie s in s ch ool se ttin g ■ There m ay b e a n a lt e rn ativ e p ara dig m o r e xp la natio n ● Man y s ch ools a re s e gre ga te d b y c la ss a nd r a ce , a nd m ost lo w -in co m e s tu de nts o f c o lo r a tte nd d if fe re nt s ch ool fr o m m ost mid dle c la ss a nd C au ca sia n s tu d ents ; t h u s th e p ro ble m m ay b e str u ctu ra l