Dropout and delinquency: Mexican-American and Caucasian non-Hispanic youth

Chavez, Ernest L.; Oetting, E. R.

doi:10.1207/s15374424jccp2301_7

Cited by 73 publications

(55 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The influence of the peer group is exerted via modeling and social reinforcement of nonconforming behavior [ 25,[28][29][30][31]. Previous research suggests that peer drug use influences adolescent behavior [ 32 ] and that adolescents' own predispositions to using drugs may lead them to select deviant peers [33][34][35].…”

Section: Introductionmentioning

confidence: 99%

Predictors of drug use among South African adolescents

Brook

Morojele

Pahl

et al. 2006

Journal of Adolescent Health

100

View full text Add to dashboard Cite

Purpose: To determine the association of frequency of illegal drug use with five groups of factors: environmental stressors; parental drug use; parental child rearing; peer drug use; and adolescent personal attributes.Methods: 1468 male (45%) and female (55%) adolescents, aged 12 to 17 years (mean=14.76, S.D.=1.51), were interviewed at home in Durban and Capetown, South Africa. Independent measures assessed environmental stressors, parental child rearing, parental drug use, peer drug use, and adolescent personal attributes. The dependent variable was the adolescents' frequency of illegal drug use.Results: Regression analyses showed that personal attributes and peer substance use explained the largest percentage of the variance in the adolescents' frequency of illegal drug use. In addition, both parental factors and environmental stressors contributed to the explained variance in adolescent drug use above and beyond the two more proximal domains at a statistically significant level. Conclusions:Knowing the contribution of more proximal versus more distal risk factors for illegal drug use is useful for prioritizing targets for interventions. Targeting changes in the more proximal predictors (e.g., adolescent personal attributes) may be more effective as well as more feasible than trying to produce change in the more distal factors such as environmental stressors.

show abstract

Section: Introductionmentioning

confidence: 99%

Predictors of drug use among South African adolescents

Brook

Morojele

Pahl

et al. 2006

Journal of Adolescent Health

100

View full text Add to dashboard Cite

show abstract

“…The social choices of low-income minority youth are often linked in the educational literature to negative outcomes such as delinquency and negative peer pressure (Chavez, Oetting, & Swaim, 1994). Grant indicated in an interview that he was cognizant of these broader social realities and that these connected with his personal struggles with academic success and school relationships.…”

Section: Critical Agencymentioning

confidence: 99%

Powerful learners and critical agents: The goals of five urban Caribbean youth in a conceptual physics classroom

Basu

2007

Science Education

View full text Add to dashboard Cite

ABSTRACT:Youth from low-income, minority backgrounds have often been marginalized from introductory courses, advanced study and careers in physics. Cultivating student agency may have the potential to improve access for diverse groups of learners. However, the implications of this lens for student learning have been minimally examined in the physics education literature. In this ethnographic study situated in a ninth-grade conceptual physics classroom, I discuss students' critical goals-the intentions, motivations, and desires for change that youth held. These critical goals were related to learning, voice, and participation in relationships and the world. I also describe how student goals demonstrate the idea of "critical subject-matter agency" in physics: students positioning themselves as powerful learners envisioning subject knowledge as a tool for change in their own lives and world.

show abstract

“…Yet suspensions are relatively strong predictors of dropping out, 15 which is, in turn, associated with delinquency. 16 ' 17 One presumed explanation for these linkages between suspension, dropping out, and delinquency is the increased unstructured time available to the suspended student and the greater likelihood of getting in contact with deviant peers. Furthermore, school transfers increase the risk for subsequent violence.…”

Section: Which Violence Prevention Approaches Are Limited?mentioning

confidence: 99%