Latino Youth and the School-to-Prison Pipeline: Addressing Issues and Achieving Solutions

Hispanic Journal of Behavioral Sciences

Volumn 38, Issue 4, 2016, Pages 423-445

  Seroczynski, Alesha D ^a   Jobst, Amy D ^b  

^a UNIVERSITY OF NOTRE DAME   (United States)

^b Reading for Life   (United States)

Author keywords

adolescent; delinquency; education; ethical concerns; justice; Latino

Indexed keywords

ADOLESCENT; COURT; CRIMINAL JUSTICE; DELINQUENCY; EDUCATION; FAMILY; HISPANIC; HUMAN; JUSTICE; LANGUAGE DEVELOPMENT; PIPELINE; PRISON;

EID: 84990223053     PISSN: 07399863     EISSN: 15526364     Source Type: Journal    
DOI: 10.1177/0739986316663926     Document Type: Article

References (97)

1. 25 Most Influential Hispanics in America. (2005). Time. Retrieved from http://www.time.com/time/specials/packages/0,28757,2008201,00.html
2. Allende I., (2011). El cuaderno de Maya [Maya’s Notebook]. Mondadori, S.A. Barcelona: Vintage Espanol Random House.
3. Alm A. J., Andersson J., (1995). Reading and writing problems among criminals in Uppsala administrative province. Uppsala, Sweden: AMI.
4. American Immigration Council. (2014). Two years and counting: Assessing the growing power of DACA. Washington, DC: Author.
5. American Immigration Council. (2014). Giving the facts a fighting chance: Addressing common questions on immigration. Washington, DC: Author.
6. Arcia E., (2007). A comparison of elementary/K-8 and middle schools’ suspension rates. Urban Education, 42, 456-469.
7. Bámaca M. Y., Umaña-Taylor A. J., Shin N., Alfaro E. C., (2005). Latino adolescents’ perception of parenting behaviors and self-esteem: Examining the role of neighborhood risk. Family Relations, 54, 621-632.
8. Baumann A. A., Kuhlberg J. A., Zayas L. H., (2010). Familism, mother-daughter mutuality, and suicide attempts of adolescent Latinas. Journal of Family Psychology, 24, 616-624.
9. Bomar P. J., Harrell J. S., Webb J. P., (1997). Family member discrepancies in report of a child’s race. Journal of Cultural Diversity, 4, 104-109.
10. Brunner M. S., (1993). Reduced recidivism and increased employment opportunity through research-based reading instruction. Washington, DC: National Institute of Justice.
11. Cardona J. R. P., Domenech Rodriguez M., Forgatch M., Sullivan C., Bybee D., Bernal G., (2012). Culturally adapting an evidence-based parenting intervention for Latino immigrants: The need to integrate fidelity and cultural relevance. Family Process, 51, 56-72.
12. Cauce A. M., Domenech Rodriguez M., (2002). Latino families: Myths and realities. In Contreras J. M., Kerns K. A., Neal-Barnett A. M., (Eds.), Latino children and families in the United States (pp. 3-26). Westport, CT: Greenwood.
13. Chavez-Garcia M., (2012). States of delinquency: Race and science in the making of California’s Juvenile Justice System. Berkeley: University of California Press.
14. Christle C. A., Jolivette K., Nelson C. M., (2005). Breaking the school to prison pipeline: Identifying school risk and protective factors for youth delinquency. Exceptionality, 13, 69-88.
15. Coalition for Juvenile Justice. (2010). Latino youth and the Juvenile Court System. Retrieved from https://web.archive.org/web/20120714090328/http://www.juvjustice.org/media/factsheets/factsheet_7.pdf
16. Critchley E. M., (1968). Reading retardation, dyslexia and delinquency. British Journal of Psychiatry, 114, 1537-1547.
17. Cuéllar I., Arnold B., Gonzalez G., (1995). Cognitive referents of acculturation: Assessment of cultural constructs in Mexican Americans. Journal of Community Psychology, 23, 339-356.
18. Cupito A. M., Stein G. L., Gonzalez L. M., (2015). Familial cultural values, depressive symptoms, school belonging and grades in Latino adolescents: Does gender matter? Journal of Child and Family Studies, 24, 1638-1649.
19. Deferred Action for Childhood Arrivals. (2013). Retrieved from http://immigrationequality.org/issues/immigration-basics/daca/
20. Diaz J. D., (2005). School attachment among Latino youth in rural Minnesota. Hispanic Journal of Behavioral Sciences, 27, 300-318.
21. Domenech Rodriguez M., (2008). Criando con amor: Promoviendo armonia y supercion. Logan: Utah State University.
22. DREAMersRights.org. (n.d.). Risks and benefits. Retrieved from http://www.dreamersrights.org/about-deferred-action/risks-benefits/
23. Empey L. T., Stafford M. C., (1991). American delinquency: Its meaning and construction (3rd ed.). Belmont, CA: Wadsworth.
24. Fariña F., Arce R., Novo M., (2008). Neighborhood and community factors: Effects on deviant behavior and social competence. The Spanish Journal of Psychology, 11, 78-84.
25. Fergusson D. M., Swain-Campbell N., Horwood L. J., (2002). Outcomes of leaving school without formal educational qualifications. New Zealand Journal of Educational Studies, 37(1), 39-55.
26. Finn J. D., Stott M. W. R., Zarichny K. T., (1988). School performance of adolescents in juvenile court. Urban Education, 23, 150-161.
27. Flexon J. L., Greenleaf R. G., Lurigio A. J., (2012). The effects of self-control, gang membership, and parental attachment/identification on police contacts among Latino and African American youths. International Journal of Offender Therapy and Comparative Criminology, 56, 218-238.
28. Forsyth C. J., Asmus G., Howat H., Pei L. K., Forsyth Y. A., Stokes B. R., (2014). Examining the relationship between school suspensions/expulsions and felonies. Criminal Justice Studies, 27, 149-158.
29. Fryer R., (2006). “Acting White”: The social price paid by the best and brightest minority students. Education Next, 6(1), 52-59.
30. Gasson K., (n.d.). Risks and downsides of applying for DACA (NOLO law for all). Retrieved from http://www.nolo.com/legal-encyclopedia/risks-downsides-applying-daca.html
31. Ghazarian S. R., Roche K. M., (2010). Social support and low-income, urban mothers: Longitudinal associations with adolescent delinquency. Journal of Youth and Adolescence, 39, 1097-1108.
32. Gil A. G., Wagner E. F., Vega W. A., (2000). Acculturation, familism, and alcohol use among Latino adolescent males: Longitudinal relations. Journal of Community Psychology, 28, 443-458.
33. Gorman-Smith D., Tolan P. H., Loeber R., Henry D. B., (1998). Relation of family problems to patterns of delinquent involvement among urban youth. Journal of Abnormal Child Psychology, 26, 319-333.
34. Griffin K. W., Botvin G. J., Scheier L. M., Diaz T., Miller N. L., (2000). Parenting practices as predictors of substance use, delinquency, and aggression among urban minority youth: Moderating effects of family structure and gender. Psychology of Addictive Behaviors, 14, 174-184.
35. Grigorenki E. L., Macomber M. A., Hart L., Naples A., Chapman J., Geib C. F... Wagner R., (2015). Academic achievement among juvenile detainees. Journal of Learning Disabilities, 48, 359-368.
36. Hawkins J. D., Herrenkohl T. I., Farrington D. P., Brewer D., Catalano R. F., Harachi T. W., Cothern L., (2000). Predictors of youth violence. Washington, DC: Office of Juvenile Justice Delinquency and Prevention, Office of Justice Programs, U.S. Department of Justice.
37. Henry D. B., Tolan P. H., Gorman-Smith D., Schoeny M. E., (2012). Risk and direct protective factors for youth violence: Results from the Centers for Disease Control and Prevention’s Multisite Violence Prevention Project. American Journal of Preventive Medicine, 43(2, Suppl. 1), S67-S75.
38. Hoffman J. P., Dufur M. J., (2008). Family and school capital effects on delinquency: Substitutes or complements? Sociological Perspectives, 51, 29-62.
39. Hogenson D. L., (1974). Reading failure and juvenile delinquency. Bulletin of the Orton Society, 24, 164-169.
40. Kam J. A., (2011). The effects of language brokering frequency and feelings on Mexican-heritage youth’s mental health and risky behaviors. Journal of Communication, 61, 455-475.
41. Kam J. A., Cleveland M. J., (2011). Perceived discrimination as a risk factor for Latina/o youth’s substance use: Do parent- and peer-based communication and relationship resources act as protective factors? Health Communications, 26, 111-124.
42. Kaplan J. B., (2014). The quality of data on “race” and “ethnicity”: Implications for health researchers, policy makers, and practitioners. Race and Social Problems, 6, 214-236.
43. Kulberg J. A., Peña J. B., Zayas L. H., (2010). Familism, parent-adolescent conflict, self-esteem, internalizing behaviors and suicide attempts among adolescent Latinas. Child Psychiatry & Human Development, 41, 425-440.
44. Lac A., Unger J. B., Basáñez T., Ritt-Olson A., Soto D. W., Baezconde-Garbanati L., (2011). Marijuana use among Latino adolescents: Gender differences in protective familial factors. Substance Use & Misuse, 46, 644-655.
45. Leiner M., Puertas H., Caratachea R., Avila C., Atluru A., Briones D., de Vargas C., (2012). Children’s mental health and collective violence: A binational study on the United States-Mexico border. Revista Panamericana de Salud Publica, 31, 411-416.
46. Love J. A., Buriel R., (2007). Language brokering, autonomy, parent-child bonding, biculturalism, and depression: A study of Mexican American adolescents from immigrant families. Hispanic Journal of Behavioral Sciences, 29, 472-491.
47. Lugo Steidel A., Contreras J. M., (2003). A new Familism scale for use with Latino populations. Hispanic Journal of Behavioral Sciences, 25, 312-330.
48. Lundman R. J., Kaufman R. L., (2003). Driving while Black: Effects of race, ethnicity, and gender on citizen self-reports of traffic stops and police actions. Criminology, 41, 195-220.
49. Mallett C. A., (2014a). The “Learning Disabilities to Juvenile Detention” pipeline: A case study. Children & Schools, 36, 147-154.
50. Mallett C. A., (2014b). Youthful offending and delinquency: The comorbid impact of maltreatment, mental health problems, and learning disabilities. The Journal of Child and Adolescent Social Work Journal, 31, 369-392.
51. Margolin J. B., Roman M., Harari C., (1955). Reading disability in the delinquent child: A microcosm of psychosocial pathology. American Journal of Orthopsychiatry, 25, 25-35.
52. Marsiglia F. F., Parsai M., Kulis S., (2009). Effects of familism and family cohesion on problem behaviors among adolescents in Mexican immigrant families in Southwest U.S. Journal of Ethnic & Cultural Diversity in Social Work, 18, 203-220.
53. Martinez C. R., Eddy J. M., (2005). Effects of culturally adapted parent management training on Latino youth behavioral health outcomes. Journal of Consulting and Clinical Psychology, 73, 841-851.
54. McMackin R. A., Tansi R., Hartwell S., (2005). Proficiency in basic educational skills as related to program outcome and escape risk among juvenile offenders in residential treatment. Journal of Offender Rehabilitation, 42(3), 57-74.
55. McQuillan J., Tse L., (1995). Child language brokering in linguistic minority communities: Effects on cultural interaction, cognition, and literacy. Language and Education, 9, 195-225.
56. Meehan A., Ponder M., (2002). Race and place: The ecology of racial profiling African American motorists. Justice Quarterly, 19, 399-430.
57. Meltzer L. J., Levine M. D., Karniski W., Palfrey J. S., Clarke S., (1984). An analysis of the learning styles of adolescent delinquents. Journal of Learning Disabilities, 17, 600-608.
58. Mendez-Negrete J., Saldana L. P., Vega A., (2006). Can a culturally informed after-school curriculum make a difference in teen pregnancy prevention? Preliminary evidence in the case of San Antonio’s Escuelitas. Families in Society: The Journal of Contemporary Social Services, 87, 95-104.
59. Mercado V., (2003). Effects of language brokering on children of Latino immigrants (Unpublished doctoral dissertation). Pace University, New York, NY.
60. Monahan K. C., VanDerhei S., Bechtold J., Cauffman E., (2014). From the school yard to the squad car: School discipline, truancy, and arrest. Journal of Youth and Adolescence, 43, 1110-1122.
61. Morris E. W., Perry B. L., (2016). The punishment gap: School suspension and racial disparities in achievement. Social Problems, 63, 68-86.
62. Mulligan W., (1969). A study of dyslexia and delinquency. Academic Therapy, 4, 177-187.
63. Nesman T. M., (2007). A participatory study of school dropout and behavioral health of Latino adolescents. The Journal of Behavioral Health Services & Research, 34, 414-430.
64. Orellana M. F., Dorner L., Pulido L., (2003). Accessing assets: Immigrant youth’s work as family translators or “para-phrasers.” Social Problems, 50, 504-524.
65. Ornstein A., (2007). Class counts: Education, inequality, and the shrinking middle class. New York, NY: Rowman & Littlefield.
66. Pabon E., (2005). Creating circulos del cuidado for AOD Latino juvenile offenders. Alcoholism Treatment Quarterly, 23, 131-147.
67. Peacock M. J., McClure F., Agars M. D., (2003). Predictors of delinquent behaviors among Latino youth. The Urban Review, 35, 59-72.
68. Perez S. M., Duany L. A., (1992). Reducing Hispanic teenage pregnancy and family poverty: A replication guide. Washington, DC: National Council of La Raza.
69. Ramirez J. R., Crano W. D., Quist R., Burgoon M., Alvaro E. M., Grandpre J., (2004). Acculturation, familism, parental monitoring, and knowledge as predictors of marijuana and inhalant use in adolescents. Psychology of Addictive Behaviors, 18, 3-11.
70. Rasinski T. V., Padak N., (2005). 3-minute reading assessments: Word recognition, fluency, and comprehension: Grades 5-8. New York, NY: Scholastic.
71. Rucklidge J. J., McLean A. P., Bateup P., (2013). Criminal offending and learning disabilities in New Zealand youth: Does reading comprehension predict recidivism? Crime & Delinquency, 59, 1263-1286.
72. Saavedra J., (2010). Just the facts: A snapshot of incarcerated Hispanic youth. Retrieved from http://www.njjn.org/uploads/digital-library/resource_1529.pdf
73. Sarkisian N., Gerena M., Gerstel N., (2006). Extended family ties among Mexicans, Puerto Ricans, and Whites: Superintegration or disintegration? Family Relations, 55, 331-344.
74. Sarkisian N., Gerena M., Gerstel N., (2007). Extended family integration among Euro and Mexican Americans: Ethnicity, gender, and class. Journal of Marriage and Family, 69, 40-54.
75. Schwartz S. J., Zamboanga B. L., Jarvis L. H., (2007). Ethnic identity and acculturation in Hispanic early adolescents: Mediated relationships to academic grades, prosocial behaviors, and externalizing symptoms. Cultural Diversity & Ethnic Minority Psychology, 13, 364-372.
76. Seckinger M., (2015). The relationship between in-school suspension and the academic achievement of middle school African American males (Doctoral dissertation). Retrieved from Proquest Dissertations Publishing. (9781321659498)
77. Seroczynski A. D., (2012). Case study: Reading for life: In Brown P. M., Corrigan M., D’Alessandro A. H., (Eds.), Handbook of prosocial education. Lanham, MD: Rowman & Littlefield.
78. Seroczynski A. D., Evans W. N., Jobst A. D., Horvath L., Carozza G., (2016). Reading for life and adolescent re-arrest: Evaluating a unique juvenile diversion program. Journal of Policy Analysis and Management, 35, 662-682.
79. Seroczynski A. D., Johnson S. P., Lamb K., Gustman B., (2011). The hidden virtues of Harry Potter: Using J.K. Rowling’s novels to facilitate character education with Juvenile delinquents. Journal of Research in Character Education, 10, 1-24.
80. Shekarkhar Z., Gibson C. L., (2011). Gender, self-control, and offending behaviors among Latino Youth. Journal of Contemporary Criminal Justice, 27, 63-80.
81. Skiba R. J., (2013). Reaching a critical juncture for our kids: The need to reassess school-justice practices. Family Court Review, 51, 380-387.
82. Snowling M. J., Adams J. W., Bowyer-Crane C., Tobin V., (2000). Levels of literacy among juvenile offenders: The incidence of specific reading difficulties. Criminal Behavior and Mental Health, 10, 229-241.
83. Spreen O., (1988). Learning disabled children growing up: A follow-up into adulthood. New York, NY: Oxford University Press.
84. Stein J. A., Riedel M., Rotheram-Borus M. J., (1999). Parentification and its impact on adolescent children of parents with AIDS. Family Process, 38, 193-208.
85. Tapia M., (2010). Untangling race and class effects on juvenile arrests. Journal of Criminal Justice, 38, 255-265.
86. Thomas E. M., (2014). Banned and punished: A study of disciplinary consequences and reading achievement among middle school students. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 75, 5.
87. Thornberry T. P., (1973). Criminology: Race, socioeconomic status and sentencing in the juvenile justice system. The Journal of Criminal Law and Criminology, 64, 90-98.
88. Toppelberg C. O., Medrano L., Morgens L. P., Nieto-Castañon A., (2002). Bilingual children referred for psychiatric services: Associations of language disorders, language skills, and psychopathology. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 712-722.
89. U.S. Census Bureau. (2011). Overview of race and Hispanic origin: 2010. Retrieved from http://www.census.gov/prod/cen2010/briefs/c2010br-02.pdf
90. U.S. Census Bureau. (2012). State and county QuickFacts. Retrieved from http://quickfacts.census.gov/qfd/states/18/18141.html
91. Vacca J. S., (2004). Educated prisoners are less likely to return to prison. Journal of Correctional Education, 55, 297-305.
92. Vacca J. S., (2008). Crime can be prevented if schools teach juvenile offenders to read. Children and Youth Services Review, 30, 1055-1062.
93. Wald J., Losen D. J., (2003). Defining and redirecting a school-to-prison pipeline. New Directors for Youth Development, 99, 9-15.
94. Warren P., Tomaskovic-Devey D., Smith W., Zingraff M., Mason M., (2006). Driving while Black: Bias processes and racial disparity in police stops. Criminology, 44, 709-738.
95. Weisskirch R. S., Alva S. A., (2002). Language brokering and the acculturation of Latino children. Hispanic Journal of Behavioral Sciences, 24, 369-378.
96. Wheldall K., Watkins R., (2004). Literacy levels of male juvenile justice detainees. Educational Review, 56, 3-11.
97. Zimmerman R. S., Vega W. A., Gil A. G., Warheit G. J., Apospori E., Biafora (1994). Who is Hispanic? Definitions and their consequences. American Journal of Public Health, 84, 1985-1987.