SCHOOL BONDING, RACE, AND DELINQUENCY
SCHOOL BONDING, RACE, AND DELINQUENCY
复制标题
DOI：
10.1111/j.1745-9125.1992.tb01105.x
复制
发表时间：
1992-05-01
期刊：
影响因子：
5.8
通讯作者：
GIORDANO, PC
中科院分区：
文献类型：
--
作者：
CERNKOVICH, SA;GIORDANO, PC
虽然有相当多的证据表明，黑人的经验，学校在质量上不同的方式从白人，一直是一个普遍的失败，研究种族差异的影响，学校变量对青少年的不当行为。本研究的目的是描述的方式，学校债券影响违法行为，特别是侧重于学校的作用，在违法参与的黑人青年。我们的取向主要是一种控制理论，它表明学校关系越密切，参与犯罪活动的可能性就越小。我们对文献的回顾使我们预期不同种族和不同种族环境的学校之间的联系水平不同，从而对青少年犯罪产生不同的影响。基于942名青少年的社区样本，我们确定了七个不同的维度的学校债券。分析表明，黑人至少是强烈的绑定到学校的白人，我们的模型解释了相当数量的差异，在犯罪的种族性别亚组，和学校的种族组成一般是不重要的条件的影响，学校债券对犯罪。虽然我们的研究结果总体上支持控制理论，一个声称在种族，性别和社会经济界限之间保持不变的模型，但我们警告说，这样的结论可能是过早和错误的。我们讨论了这些研究结果的影响，并建议他们在一个框架内，也认为家庭和同伴的结合来解释。
While there is considerable evidence that blacks experience school in qualitatively distinct ways from whites, there has been a general failure to examine racial variation in the impact of school variables on juvenile misconduct. The purpose of this research is to describe the manner in which school bonding affects delinquent conduct, focusing in particular on the role of the school in the delinquent involvement of black youths. Our orientation is primarily a control theory one that suggests that the greater the degree of school bonding the lesser the likelihood of involvement in delinquent activities. Our review of the literature leads us to expect differential levels of bonding by race and across varying racial environments of schools, with resulting differential effects on delinquency. On the basis of a neighborhood sample of 942 adolescents, we identify seven distinct dimensions of school bonding. The analysis reveals that blacks are at least as strongly bonded to the school as whites, that our model explains comparable amounts of variance in delinquency across race-sex subgroups, and that the racial composition of the school is generally unimportant in conditioning the effect of school bonding on delinquency. While our findings are generally supportive of control theory, a model that purports to be invariant across race, gender, and socioeconomic boundaries, we caution that such a conclusion may be both premature and mistaken. We discuss the implications of these findings and suggest that they be interpreted within a framework that also considers family and peer bonding.