The Role of Adolescent Anxious Mood, Marijuana Use, and Locus of Control in the School to Prison Pipeline.

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2024-05-01 Epub Date: 2022-09-21 DOI:10.1177/00131245221124871

Sharifah Holder, Munjireen Sifat, Charlene Kuo, Kerry Green

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引用次数: 0

Abstract

Racial disparities are evident in both educational outcomes and incarceration rates when comparing African American and white youth. It is essential to understand the school-to-prison pipeline and the ways in which school discipline practices and other factors disproportionately affect African American students, limit educational attainment, and increase risk for future incarceration in order to improve students' educational and life outcomes. This study explores how marijuana, anxiety and locus of control interact with school disciplinary practices in pushing students out of schools and into the criminal justice system. Analyses utilizing data from the Woodlawn Study, a longitudinal study of African Americans followed from first grade through adolescence, young adulthood, and midlife (n = 1,242), reveal that suspension or expulsion, frequent marijuana use, and locus of control (males only) all predict criminal justice system involvement above and beyond not graduating from high school, but do not interact significantly. This study offers avenues for intervention to reduce disparities.

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青少年焦虑情绪、大麻使用和控制点在学校到监狱管道中的作用

在比较非裔美国人和白人青年时，种族差异在教育结果和监禁率方面都很明显。至关重要的是，要了解学校到监狱的管道，以及学校纪律实践和其他因素如何不成比例地影响非裔美国学生，限制教育程度，并增加未来被监禁的风险，以改善学生的教育和生活成果。这项研究探讨了大麻、焦虑和控制源如何与学校纪律行为相互作用，将学生赶出学校，进入刑事司法系统。利用伍德劳恩研究的数据进行分析，该研究是一项对从一年级到青春期、青年期和中年的非裔美国人进行的纵向研究（n = 1242），揭示了休学或开除、频繁使用大麻和控制点（仅限男性）都预测了高中毕业后刑事司法系统的参与，但没有显著的相互作用。这项研究为减少差异提供了干预途径。

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.