School Discipline as a Turning Point
School Discipline as a Turning Point
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学校纪律是一个转折点
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
J. Brent
中科院分区：
文献类型：
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作者：
Thomas J. Mowen;J. Brent
目标：研究学校纪律如何成为青少年的负面转折点，并随着时间的推移导致被捕几率增加，并评估多年的停学是否会导致被捕几率的“累积”增加。方法：利用全国青少年纵向调查的四波数据，我们使用纵向分层广义线性模型（HGLM）来探索学校停课如何影响随时间的逮捕几率，同时控制一些理论上重要的维度，如种族、年龄、犯罪和性别等。结果：结果显示，相对于没有被停学的青少年，随着时间的推移，被停学的青少年被捕的风险会增加，而且这种影响会随着时间的推移而增加。此外，随着青少年被停学，被捕的几率逐年显着增加。结论：支持之前的工作，我们发现被停职的青少年与刑事司法系统接触的几率增加，并且被停职数量的增加导致被捕几率显着增加。调查结果表明，停职会随着时间的推移呈现出一种累积效应。
Objectives: To examine how school discipline may serve as a negative turning point for youth and contribute to increased odds of arrest over time and to assess whether suspensions received across multiple years may present a “cumulative” increase in odds of arrest. Methods: Using four waves of data from the National Longitudinal Survey of Youth, we use a longitudinal hierarchical generalized linear model (HGLM) to explore how school suspensions contribute to odds of arrest across time while controlling for a number of theoretically important dimensions such as race, age, delinquency, and gender among others. Results: Results show that youth who are suspended are at an increased risk of experiencing an arrest across time relative to youth who are not suspended and that this effect increases across time. Further, with each subsequent year the youth is suspended, there is a significant increase in odds of arrest. Conclusion: Supporting prior work, we find that youth who receive a suspension are at an increased odds of contact with the criminal justice system, and increases in the number of suspensions received contribute to significant increases in odds of arrest. Findings demonstrate that suspensions present a form of cumulative effect over time.
影响因子：
4.6
作者：
Elder, GH
通讯作者：
Elder, GH