SAGE Journal Articles
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Peguero, A. A. (2011). Violence, schools, and dropping out: Racial and ethnic disparities in the educational consequence of student victimization. Journal of Interpersonal Violence, 26(18), 3753-3772.
Without a doubt, exposure to violence and victimization can be profoundly detrimental to the overall well-being and development of all youth. Moreover, violence and victimization that occurs within a school context is particularly alarming because a successful educational process is essential toward establishing socioeconomic success later in life. The educational consequence of exposure to violence and victimization at school is uncertain for racial and ethnic minority students. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel modeling techniques to examine the impact of violence and victimization at school on dropping out. The results indicate Black/African Americans and Latino American students who are victimized at school are at higher risk of dropping out. The implications of the evident racial and ethnic disparities in the relationship between victimization and dropping out within the U.S. school system are discussed.
Questions to consider:
1. What are the student, family, and school characteristics associated with violence and/or dropping out of school?
2. Describe the connection between victimization at school and drop out rates for Black/African American and Latino American youth.
3. Define the “model minority” stereotype.
4. Adult joblessness and poverty are two areas that are impacted by victimization and/or dropping out of school. What other areas in a person’s life do you think are influenced by victimization and/or dropping out of school?
Childs, K. K., & Sullivan, C.J. (2013). Investigating the underlying structure and stability of problem behaviors across adolescence. Criminal Justice and Behavior, 40 (1), 57-79.
Data collected as part of the Projects on Human Development in Chicago Neighborhoods (PHDCN) were used to examine (1) the underlying structure of adolescent problem behavior, (2) continuity and change in patterns of problem behaviors across mid to late adolescence and (3) the risk and protective factors related to observed patterns of behavior. The data used in this study were taken from Waves 2 and 3 of Cohorts 12 and 15 of PHDCN (n = 1,124). The results suggested that a 4-class categorical model (i.e., latent class analysis) best represents the pattern of responses to behavioral items used to measure delinquency, substance use, and risky sexual practices. The analyses revealed patterns of stability, escalation, and de-escalation, as well as differential risk across the four groups. Implications for understanding problem behaviors and prevention and intervention strategy are discussed.
Questions to consider:
1. What is the difference between the dimensional perspective and the categorical perspective in determining which various risk factors fit together?
2. What risk factors affect problem behaviors in adolescence?
3. What are the similarities and differences in individual-level and socio-environmental risk factors among the four classes identified in the study (Low Risk Behavior/Abstainers, Experimenters, Drug Use and Delinquency, and High Risk/Diverse Behavior)?
4. What are some prevention programs that you can identify that would relate to the risk factors in the present study?
Ungar, M., & Liebenberg, L. (2011). Assessing resilience across cultures using mixed methods: Construction of the child and youth resilience measure. Journal of Mixed Methods Research, 5 (2), 126-149.
An international team of investigators in 11 countries have worked collaboratively to develop a culturally and contextually relevant measure of youth resilience, the Child and Youth Resilience Measure (CYRM-28). The team used a mixed methods design that facilitated understanding of both common and unique aspects of resilience across cultures. Quantitative and qualitative stages to its development ensure the CYRM-28 has good content-related validity across research sites. Crossover comparison analyses of the findings from the quantitative administration of the pilot measure with 1,451 youth and qualitative interviews with 89 youth support the CYRM-28 as a culturally sensitive measure of youth resilience. The implications of this mixed methods approach to the development of measures for cross-cultural research are discussed.
Questions to consider:
1. What is marginalization and how does it affect the protective factor of education?
2. How do you think marginalization affects policy development or program implementation?
3. How do you think you could use measures such as the Child and Youth Resilience Measure? Explain how you believe this type of measure would be (or would not be) helpful in your work?
4. Do you believe resilience varies from culture to culture? Why or why not?