No surrender: The land remains indigenous
In: Race and Justice: RAJ, Band 11, Heft 1, S. 118-120
ISSN: 2153-3687
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In: Race and Justice: RAJ, Band 11, Heft 1, S. 118-120
ISSN: 2153-3687
In: Journal of ethnicity in criminal justice, Band 13, Heft 1, S. 59-85
ISSN: 1537-7946
In: Journal of ethnicity in criminal justice, Band 10, Heft 2, S. 129-147
ISSN: 1537-7946
In: Education and urban society, Band 50, Heft 5, S. 403-434
ISSN: 1552-3535
School-based discipline can negatively shape the educational outcomes of students, particularly for racial and ethnic minorities. Because racial and ethnic minority youth are at risk for educational failure and marginalized within schools, academic and sport extracurricular activities are often presented as a means to ameliorate educational risk factors. Little is known, however, about the relationship between involvement in these activities and school-based discipline, particularly for racial and ethnic minority youth. This study uses data from the Education Longitudinal Study of 2002 and incorporates multilevel modeling techniques to examine whether the relationship between academic and sport extracurricular activities, misbehavior, and school-based discipline varies by race and ethnicity. This study suggests that while academic and sport extracurricular activities reduce the likelihood of school-based discipline for White students, the relationships for racial and ethnic minority are complex. The implications of the racial and ethnic disparity in school-based discipline in the United States are discussed.
In: Journal of Criminology, Band 2013, S. 1-14
ISSN: 2090-777X
The United States is undergoing a historical racial and ethnic demographic shift. There is limited criminological research exploring if and how these changes influence variation in the relationship between routine activity theory and adolescent violence. Although the link between routine activities and victimization has been tested and well established, criminologists have questioned if routine activities can explain adolescent violence across different social contexts. Prior research demonstrates that there are potential nuances in the theoretical connections between routine activities and victimization, particularly when considering race and ethnicity. This study builds on previous research by questioning if the elements of routine activities predict victimization across predominately urban, rural, and suburban schools. The implications of the relevance of school context in the relationships between routine activities and adolescent victimization will also be discussed more generally.