Peer Delinquency among Digital Natives: The Cyber Context as a Source of Peer Influence

2020 ◽  
pp. 002242782095969
Author(s):  
Timothy McCuddy
Keyword(s):  
High School Students ◽  
School Districts ◽  
Peer Support ◽  
Peer Influence ◽  
Negative Binomial ◽  
Panel Survey ◽  
School Students ◽  
Peer Delinquency ◽  
Crime Type ◽  
Delinquent Peers

Objectives: This study examines the influence of online peers who are not regularly seen in person by considering if online, pro-delinquent support is associated with self-reported delinquency independently of delinquent peers. Methods: Data come from a longitudinal, panel survey of two cohorts of middle and high school students located within six school districts (N = 1,177). Analyses first examine the overlap between online peer support for delinquency and perceived peer delinquency. Next, models consider how measures of online peer support for delinquency are associated with the prevalence (logit), variety (negative binomial), and changes (first difference) in self-reported delinquency. Results: Online peers generally do not enable exposure to new messages supportive of delinquency; rather, they supplement influences derived from delinquent peers. Little evidence was found that online peer support was associated with general delinquency and violence, although changes in online peer support were associated with changes in these outcomes. Partial evidence was found that online peers are associated with the prevalence, variety, and changes in self-reported theft and substance use. Conclusions: The influence from unique online peers is largely secondary to offline peers, although this depends upon the crime type under investigation.

Digital Disclosure of Delinquency: Online Peers and the Sharing of Offline Crime

2022 ◽  
pp. 001112872110671
Author(s):  
Timothy McCuddy
Keyword(s):  
Risk Factors ◽  
High School ◽  
High School Students ◽  
Longitudinal Data ◽  
Peer Influence ◽  
Digital Communication ◽  
Online Communication ◽  
School Students ◽  
Peer Delinquency ◽  
Unique Source

Digital communication poses challenges for scholars interested in the link between peers and crime since youth are often less inhibited online and can more easily share their opinions and experiences with offline activities. Drawing on longitudinal data from middle and high school students, this study explores how online communication impacts the sharing of personal and peer delinquency. Criminogenic risk factors are largely unrelated to the digital disclosure of personal delinquency among those who offend; however, peer online disclosure is related to self-reported delinquency, independent of perceived peer delinquency. These findings suggest cyberspace may extend offline mechanisms of peer influence beyond providing a unique source of online influence.

scholarly journals Intersectional Identities, School Resources, and Law Enforcement: A Study of Discipline Disparity in Public High Schools

2021 ◽  
Author(s):  
Theresa Pfister ◽  
Sarah Beach ◽  
Lindsay Carlisle ◽  
Jesse Fleming
Keyword(s):  
High School Students ◽  
Law Enforcement ◽  
Civil Rights ◽  
American Indian ◽  
Negative Binomial ◽  
Law Enforcement Officers ◽  
Male Students ◽  
Public High School ◽  
School Students ◽  
Alaskan Native

<p>This study utilizes the 2017-2018 Civil Rights Data Collection to explore referrals to law enforcement of public high school students with intersectional identities (racial/ethnic, gender, dis/ability status). We ran negative binomial regressions via Stata 17.0 to predict risk by intersectional identities and utilized covariates including psychological supports, counselors, social workers, security guards, law enforcement officers, Title I status, and school size. Results indicate that school-based law enforcement officers predicted higher law enforcement referrals for Black, Hispanic, and American Indian/Alaskan Native male students with and without disabilities. Psychological supports, however, predicted lower law enforcement referrals for Black males and American Indian/Alaskan Native male students with and without dis/abilities. As the nation addresses systemic racism in the public school system, the experiences of students with intersecting identities must be better understood.</p>

scholarly journals A Mediating Effect of Peer Relations on the Association between Parental Achievement-Oriented Expectation and Depression among High School Students

2020 ◽  
Vol 58 (2) ◽  
pp. 229-238
Author(s):  
Youngmi Shin ◽  
Meejung Chin
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Relations ◽  
Adolescent Depression ◽  
Negative Impact ◽  
Mediating Effect ◽  
Panel Survey ◽  
School Students ◽  
Korean Children ◽  
Male Adolescents

This study examined the effect of parental achievement-oriented expectation on high school students’ depression and verified the mediating effect of peer relations on relations. Data were derived from the 7th wave (2016) of Korean Children and Youth Panel Survey (KCYPS), and 1,979 high school students were included. Descriptive statistics analysis, correlation analysis, multiple regression analysis, and a Sobel test were conducted using STATA. The main results were as follows. First, male adolescents perceived higher parental achievement-oriented expectation, lower peer relations, but lower depression than female adolescents. Second, parental achievement-oriented expectation was negatively related to adolescent peer relations but positively related to adolescent depression. This implies that adolescents whose parents have a higher level of achievement-oriented expectation have lower level of peer relations and higher level of depression. Third, adolescents’ peer relations significantly mediated the relation between parental achievement-oriented expectation and high school students’ depression. The result of Sobel test supported the significance of the mediating effect. The results highlighted a negative impact of parental achievement-oriented expectation on adolescents’ mental health, and addressed how parental achievement-oriented expectation affects adolescents’ depression by showing an important mechanism of peer relations, which was missed in previous research.

Assessing Efforts to Diversify Kentucky’s K–12 Teacher Workforce: A Mixed-Methods Analysis of a Grow-Your-Own-Teacher Pathway

2021 ◽  
Author(s):  
W. Kyle Ingle ◽  
Stephen M. Leach ◽  
Amy S. Lingo
Keyword(s):  
High School ◽  
High School Students ◽  
School Districts ◽  
Teaching And Learning ◽  
School Personnel ◽  
Teaching Profession ◽  
White Female ◽  
School Students ◽  
Item Responses ◽  
K 12

We examined the characteristics of 77 high school participants from four school districts who participated in the Teaching and Learning Career Pathway (TLCP) at the University of Louisville during the 2018–2019 school year. The program seeks to support the recruitment of a diverse and effective educator workforce by recruiting high school students as potential teachers for dual-credit courses that explore the teaching profession. Utilizing descriptive and inferential analysis (χ2 tests) of closed-ended item responses as well as qualitative analysis of program documents, Web sites, and students’ open-ended item responses, we compared the characteristics of the participants with those of their home school districts and examined their perceptions of the program. When considering gender and race/ethnicity, our analysis revealed the program was unsuccessful in its first year, reaching predominantly white female high school students who were already interested in teaching. Respondents reported learning about the TLCP from school personnel, specifically, guidance counselors (39%), non-TCLP teachers (25%), or TLCP teachers (20%). We found that the TLCP program has not defined diversity in a measurable way and the lack of an explicit program theory hinders the evaluation and improvement of TLCP. Program recruitment and outcomes are the result of luck or idiosyncratic personnel recommendations rather than intentional processes. We identified a need for qualitative exploration of in-school recruitment processes and statewide longitudinal studies to track participant outcomes in college and in the teacher labor market.

Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students With Severe Disabilities

2015 ◽  
Vol 82 (2) ◽  
pp. 209-233 ◽  
Author(s):  
Erik W. Carter ◽  
Jennifer Asmus ◽  
Colleen K. Moss ◽  
Elizabeth E. Biggs ◽  
Dan M. Bolt ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Support ◽  
Severe Disabilities ◽  
School Students ◽  
Randomized Evaluation ◽  
Students With Severe Disabilities

Using Structural Analysis to Inform Peer Support Arrangements for High School Students With Severe Disabilities

2018 ◽  
Vol 123 (2) ◽  
pp. 119-139 ◽  
Author(s):  
Heartley B. Huber ◽  
Erik W. Carter ◽  
Sarah E. Lopano ◽  
Kristen C. Stankiewicz
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Analysis ◽  
General Education ◽  
Peer Support ◽  
Academic Engagement ◽  
Severe Disabilities ◽  
School Students ◽  
Social Responses ◽  
Students With Severe Disabilities

Abstract We examined the effects of peer support arrangements as an alternative to exclusive direct support from paraprofessionals for three high school students with severe disabilities in general education classrooms. We also explored the use of structural analysis as a data-based approach for further refining the interventions to enhance their impact in particular classrooms. Peer support arrangements were associated with substantial increases in social outcomes; academic engagement maintained or improved modestly for all participants. Moreover, structural analyses yielded findings used to adapt peer support arrangements to address students' individual needs. Although the effects of structural analysis-based adaptations resulted in increases in social responses for only one participant, levels of social interactions maintained, and improvements in academic engagement occurred for two participants.

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