Does Early Adolescent Arrest Alter the Developmental Course of Offending into Young Adulthood?

Adolescent involvement in risky behavior is ubiquitous and normative. Equally pervasive is the rapid decline in risky behavior during the transition to adulthood. Yet, for many, risky behavior results in arrest. Whereas prior research finds that arrest is associated with an increased risk of experiencing a host of detrimental outcomes, less understood is the impact of an arrest on the developmental course of offending compared to what it would have looked like if no arrest had occurred-the counterfactual. This study examines the developmental implications of an arrest early in the life course. The sample (N = 1293) was 37% female, 42% non-white, with a mean age of 13.00 years (SD = 0.82, range = 12-14) at baseline and followed annually for 15 years. Analyses combine propensity score matching and multilevel modeling techniques to estimate the impact of early arrest (i.e., 14 or younger) on the development of offending from adolescence into adulthood. The results indicate that early arrest alters the developmental course of offending in two primary ways. First, early arrest heightens involvement, frequency, and severity of offending throughout adolescence and into early young adulthood even after controlling for subsequent arrests. The detrimental influence of early arrest on the developmental course of offending is found regardless of gender or race/ethnicity. Second, even among youth with an early arrest, offending wanes over time with self-reported offending among all youth nearly absent by the mid- to late-twenties. The findings advance understanding of the developmental implications of early arrest beyond typical and expected offending.

Arrested Friendships? Justice Involvement and Interpersonal Exclusion among Rural Youth.

Objectives: We examine the impacts of adolescent arrest on friendship networks. In particular, we extend labeling theory by testing hypotheses for three potential mechanisms of interpersonal exclusion related to the stigma of arrest: rejection, withdrawal, and homophily. Method: We use longitudinal data on 48 peer networks from PROSPER, a study of rural youth followed through middle and high school. We test our hypotheses using stochastic actor-based models. Results: Our findings suggest that arrested youth are less likely to receive friendship ties from school peers, and are also less likely to extend them. Moreover, these negative associations are attenuated by higher levels of risky behaviors among peers, suggesting that results are driven by exclusion from normative rather than non-normative friendships. We find evidence of homophily on arrest but it appears to be driven by other selection mechanisms rather than a direct preference for similarity on arrest. Conclusions: Overall, our findings speak to how arrest may foster social exclusion in rural schools, thereby limiting social capital for already disadvantaged youth.

SCHOOL PUNISHMENT AND INTERPERSONAL EXCLUSION: REJECTION, WITHDRAWAL, AND SEPARATION FROM FRIENDS.

School suspension is a common form of punishment in the United States that is disproportionately concentrated among racial minority and disadvantaged youth. Labeling theories imply that such stigmatized sanctions may lead to interpersonal exclusion from normative others and greater involvement with antisocial peers. I test these propositions in the context of rural schools by (1) examining the association between suspension and discontinuity in same-grade friendship ties, focusing on three mechanisms implied in labeling theories: rejection, withdrawal, and physical separation; (2) testing the association between suspension and increased involvement with antisocial peers; and (3) assessing whether these associations are stronger in smaller schools. Consistent with labeling theories, I find suspension associated with greater discontinuity in friendship ties, based on changes in the respondents' friendship preferences and self-reports of their peers. Findings are also consistent with changes in perceptual measures of exclusion. Additionally, I find suspension associated with greater involvement with substance-using peers. Some but not all of these associations are stronger in smaller rural schools. Given the disproportionate distribution of suspension, my findings suggest an excessive reliance on this exclusionary form of punishment may foster inequality among these youth.

Punishment and Inequality at an Early Age: Exclusionary Discipline in Elementary School.

We advance current knowledge of school punishment by examining (1) the prevalence of exclusionary discipline in elementary school, (2) racial disparities in exclusionary discipline in elementary school, and (3) the association between exclusionary discipline and aggressive behavior in elementary school. Using child and parent reports from the Fragile Families Study, we estimate that more than 1 in 10 children born 1998-2000 in large US cities were suspended or expelled by age nine, when most were in third grade. We also find extreme racial disparity; about 40% of non-Hispanic black boys were suspended or expelled, compared to 8% of non-Hispanic white or other-race boys. Disparities are largely due to differences in children's school and home environments rather than to behavior problems. Next, consistent with social stress and strain theories, we find suspension or expulsion associated with increased aggressive behavior in elementary school. This association does not vary by race but is robust to a rich set of covariates, individual fixed-effects, and matching methods. In conjunction with what we find for racial disparities, our results imply that school discipline policies relying heavily on exclusionary punishment may be fostering childhood inequality.

THE INTERGENERATIONAL STABILITY OF PUNISHMENT: PATERNAL INCARCERATION AND SUSPENSION OR EXPULSION IN ELEMENTARY SCHOOL.

OBJECTIVES: I extend the life-course theory of cumulative disadvantage to focus on continuity in punishment across generations. Specifically, I examine (1) the association between paternal incarceration and elementary school suspension or expulsion and (2) the extent to which behavior problems and weakened social bonds explain this association. METHODS: Analyses rely on logistic regression, propensity score matching, and mediation methods with data from the Fragile Families and Child Wellbeing Study (N=3,201), a birth-cohort of children born in large United States cities between 1998 and 2000. RESULTS: The odds of school punishment among children who had a residential father incarcerated by age five are 75% greater than the odds for children in a matched control group. About one-third of this association is accounted for by behavior problems and weakened social bonds. Even after accounting for behavior problems and social bonds, children whose father was incarcerated are at greater risk of school punishment. CONCLUSIONS: I find evidence of an intergenerational stability of punishment and mixed support for an intergenerational extension to cumulative disadvantage theory. Paternal incarceration is associated with children's likelihood of experiencing formal punishment in elementary school, and behavior problems and weakened social bonds explain part of this association.

Schools as Surveilling Institutions? Paternal Incarceration, System Avoidance, and Parental Involvement in Schooling.

Parents play important roles in their children's lives, and parental involvement in elementary schooling in particular is meaningful for a range of child outcomes. Given the increasing number of school-aged children with incarcerated parents, this study explores the ways paternal incarceration is associated with mothers' and fathers' reports of home- and school-based involvement in schooling. Using Fragile Families Study data, we find that a father's incarceration inhibits his school- and home-based involvement in schooling, but associations for maternal involvement are weaker. Results are robust to alternative specifications of incarceration that address concerns about selection and unobserved heterogeneity. Findings also hold across levels of father-child contact. We also conducted a test of the system avoidance mechanism and results suggest it partially explains reductions in school involvement for fathers following incarceration. Given the reoccurring interest in the interconnection between families and schools and how this translates into success, this study suggests that paternal incarceration is associated with lower parental involvement in schooling and highlights the role of system avoidance in this association. Attachment to social institutions like schools is quite consequential, and this work highlights another way mass incarceration influences social life in the United States.

Cohesive Neighborhoods Where Social Expectations Are Shared May Have Positive Impact On Adolescent Mental Health.

Adolescent mental health problems are associated with poor health and well-being in adulthood. We used data from a cohort of 2,264 children born in large US cities in 1998-2000 to examine whether neighborhood collective efficacy (a combination of social cohesion and control) is associated with improvements in adolescent mental health. We found that children who grew up in neighborhoods with high collective efficacy experienced fewer depressive and anxiety symptoms during adolescence than similar children from neighborhoods with low collective efficacy. The magnitude of this neighborhood effect is comparable to the protective effects of depression prevention programs aimed at general or at-risk adolescent populations. Our findings did not vary by family or neighborhood income, which indicates that neighborhood collective efficacy supports adolescent mental health across diverse populations and urban settings. We recommend a greater emphasis on neighborhood environments in individual mental health risk assessments and greater investment in community-based initiatives that strengthen neighborhood social cohesion and control.

The wired generation: academic and social outcomes of electronic media use among university students.

Little is known about the influence of electronic media use on the academic and social lives of university students. Using time-diary and survey data, we explore the use of various types of electronic media among first-year students. Time-diary results suggest that the majority of students use electronic media to multitask. Robust regression results indicate a negative relationship between the use of various types of electronic media and first-semester grades. In addition, we find a positive association between social-networking-site use, cellular-phone communication, and face-to-face social interaction.