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171.
Research has linked the role of education to delinquency, but much of the focus has been on general population samples and
with little attention to demographic differences. Employing a cumulative disadvantage framework that integrates elements of
informal social control and labeling theories, this article examines whether academic achievement serves as a positive turning
point and re-directs juvenile delinquents away from subsequent offending. Attention is also given to race/sex contingencies.
Using a sample of 4,147 delinquents released from Florida correctional institutions (86% male, 57% non-White, average age
at release = 16.8 years), propensity score analysis yielded two findings: youth with above average academic achievement while
incarcerated were significantly more likely to return to school post-release, and youth with above average attendance in public
school were significantly less likely to be re-arrested in the 1-year post-release period. While the academic gains were pronounced
among African-American males, the preventive effects of school attendance are similar across race and sex, suggesting that
education can be a part of a larger prevention effort that assists juvenile delinquents in successful community re-entry. 相似文献
172.
Lindsay Rice Joan M. Barth Rosanna E. Guadagno Gabrielle P. A. Smith Debra M. McCallum 《Journal of youth and adolescence》2013,42(7):1028-1040
Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students’ pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects. 相似文献
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174.
This ‘Viewpoint’ assesses some recent approaches to the study of feminisms across the globe during the c. 1870–1930 period. At a moment when historians are working towards the commemoration of women's partial enfranchisement in Britain in 1918, we consider the intellectual frameworks that most effectively celebrate this achievement whilst also situating the Act within its complex, global context. Reflecting on discussions held at a recent workshop at the University of Oxford, we advocate the effectiveness of a global and comparative methodological approach to question what ‘feminism’ meant to contemporary campaigners. The scrutiny of localised and national issues within comparative and global contexts illuminates the plurality of definitions, vocabularies, and categories relating to feminism that were being used (and rejected) during this era and raises broader questions for the study and practice of feminist history. 相似文献
175.
Thomas G. Weiss 《Third world quarterly》2015,36(8):1493-1509
Russia’s challenge to the post-cold war order, and the rise of Islamic State have resulted in a call for increased military spending among NATO members. Despite the increased demand for UN peace operations, any expansion is unlikely to benefit the world organisation. Instead we see an increasing reliance upon regional organisations like the African Union, European Union and NATO, in particular, for robust peace operations. An analysis of Western states (France, Germany and the USA) suggests that future investments in weaponry, technology and staff will primarily benefit NATO and the EU, but not the United Nations. 相似文献
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179.
Jean Marie McGloin Christopher J. Sullivan Kyle J. Thomas 《Journal of youth and adolescence》2014,43(9):1436-1452
This article focuses on the degree to which friends’ influence on substance use is conditioned by the consistency between their behavior and that of schoolmates (individuals enrolled in the same school, but not identified as friends), contributing to the literature on the complexity of interactive social influences during adolescence. Specifically, it hypothesizes that friends’ influence will diminish as their norms become less similar to that of schoolmates. The authors also propose that this conditioning relationship is related to the density of the friendship group. This study uses data from the National Longitudinal Survey of Adolescent Health (AddHealth) (n ~ 8,000, 55 % female) to examine the interactive relationship between friend and schoolmate influences on adolescent substance use (smoking and drinking). The sample contains students ranging from age 11 to 22 and is 60 % White. The findings demonstrate that, as the substance use of the friendship group becomes more dissimilar from schoolmates’ substance use, the friendship group’s influence on adolescent substance use diminishes. Further, the results demonstrate that this conditioning relationship does not emerge when the friendship group is highly dense. 相似文献
180.
Frank DiCataldo Rachel L. Serafinski Danielle C. Beam Thomas Grisso 《Juvenile & family court journal》2020,71(4):35-51
Public-sector mental health systems have set forth specialized practice competencies for forensic mental health clinicians conducting court-ordered examinations. This study examined a sample of feedback letters to clinicians who submitted mid-training and final reports for review as part of the requirements for certification as a juvenile court clinician. The most common feedback points were insufficient/irrelevant historical data, problems with clarity/organization of the report, problems with interview/mental status examination, and problems with competency to stand trial data/opinions. Clinicians had fewer deficiencies in their final report compared to their mid-training report, supporting the perspective that forensic training and supervision is associated with better quality reports. 相似文献