skip navigation

PUBLICATIONS

Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.

 

NCJ Number: 65350 Find in a Library
Title: EDUCATIONAL EXPERIENCE AND EVOLVING DELINQUENT CAREERS A NEGLECTED INSTITUTIONAL LINK (FROM CRITICAL ISSUES IN JUVENILE DELINQUENCY, 1980, BY DAVID SHICHOR AND DELOS H KELLY - SEE NCJ-65344)
Author(s): D H KELLY
Corporate Author: Lexington Books
United States of America
Date Published: 1980
Page Count: 16
Sponsoring Agency: Lexington Books
New York, NY 10022
Format: Document
Language: English
Country: United States of America
Annotation: THE IMPACT OF INSTITUTIONS AND INSTITUTIONAL PROCESSES ON DELINQUENCY IS ASSESSED, THE STUDY BEING BASED ON OBSERVATIONS OF THE AMERICAN EDUCATIONAL SYSTEM.
Abstract: THEORIES ON DELINQUENT BEHAVIOR HAVE FOCUSED ON INDIVIDUAL FACTORS SUCH AS SOCIAL CLASS OR RACE AND HAVE IGNORED THE INFLUENCES THAT A SCHOOL SYSTEM CAN HAVE ON STUDENTS. STUDIES OF ADOLESCENTS IN THE PACIFIC NORTHWEST IN THE 1970'S INDICATED THAT MOST STUDENTS, REGARDLESS OF CLASS ORIGINS, RESPONDED TO SCHOOL FAILURE WITH DEVIANT BEHAVIOR, SUCH AS TRUANCY, DRINKING, OR DELINQUENCY. OTHER RESEARCH EFFORTS CONDUCTED IN ENGLAND AND THE UNITED STATES CONFIRMED A STRONG ASSOCIATION BETWEEN STUDENTS PLACED IN THE LOW ACADEMIC TRACK AND JUVENILE MISCONDUCT. SCHOOL PERSONNEL PLAY A CRITICAL ROLE IN INITIATING AND PERPETUATING DELINQUENT CAREERS BY USING NONACADEMIC CRITERIA TO PLACE JUVENILES IN EDUCATIONAL PROGRAMS. AN EXAMINATION OF A REMEDIAL READING PROGRAM IN AN URBAN NEW YORK STATE SCHOOL SHOWED THAT A HISTORY OF ACADEMIC FAILURE AND PAST CONTACTS WITH STIGMATIZED PROGRAMS INCREASED A STUDENT'S CHANCES OF BEING TYPED NEGATIVELY AND PLACED IN A DEVIANT CAREER LINE. ONCE AN INDIVIDUAL IS PLACED IN A DEVIANT CATEGORY, THE INSTITUTION EXPECTS BEHAVIOR TO CONFORM TO THE PLACEMENT, THUS ENCOURAGING DEVIANCE. AS LONG AS SCHOOLS CONTINUE TO BELIEVE THAT CERTAIN STUDENTS ARE DESTINED FOR SUCCESS AND OTHERS FOR FAILURE, THEY WILL CONTINUE TO MANUFACTURE A CERTAIN NUMBER OF MISFITS. TO AVERT THIS COURSE OF ACTION, THESE INSTITUTIONS SHOULD ASSESS THEIR WORKING IDEOLOGY, USE OF STEREOTYPES IN DIAGNOSIS, SELECTION PROCESS, AND EFFECTS OF PLACEMENTS ON CLIENTS' SELF-IMAGES. REFERENCES ARE PROVIDED. (MJM)
Index Term(s): Juvenile delinquency factors; Labeling theory; Schools
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=65350

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.