Another Way Out: The Impact of Juvenile Arrests on High School Dropout

2009 ◽  
Vol 82 (4) ◽  
pp. 368-393 ◽  
Author(s):  
Paul Hirschfield
2021 ◽  
Vol 7 ◽  
pp. 237802312110270
Author(s):  
Mariam Ashtiani

Racial biases in law enforcement over the past three decades have been linked to the racialized policies of the war on drugs. The author examines the educational consequences of the war on drugs on the lives of youth by analyzing racial differences in the impact of a juvenile drug arrest on high school dropout. Using data from the National Longitudinal Study of Adolescent and Adult Health, the author finds that juvenile drug arrests are more consequential for Black and darker phenotype Latinx youth, who are less likely to be involved in delinquent and criminal behaviors than white youth with drug arrests. The author suggests that racial disparities in drug enforcement may be creating a racialized selection bias among drug arrestees, leading to racially disparate consequences for drug arrests, but not for other types of arrest. The results hold important implications for how drug arrests can produce and sustain racial disadvantages in educational attainment.


2018 ◽  
Vol 28 (11) ◽  
pp. 458-464 ◽  
Author(s):  
Takahiro Tabuchi ◽  
Sho Fujihara ◽  
Tomohiro Shinozaki ◽  
Hiroyuki Fukuhara

2021 ◽  
Vol 41 (3) ◽  
pp. 1-9
Author(s):  
Prince Mokoena ◽  
Adrian D. van Breda

South Africa, like many countries, has high numbers of learners who do not complete secondary schooling. This reduces these young people’s chances of finding work or of earning a better salary. It is thus important to understand the factors that contribute to high school dropout. In the study reported on here we investigated the factors that caused a number of female learners to drop out and return to high school in a rural community in Mpumalanga. The learners provided 3 reasons for dropping out of school: pregnancy, illness and immigration. The analysis of these factors suggests 3 underlying themes that influence the ability of children to remain in school, viz. health, policies and structures, and poverty. The implications of these and recommendations to address them are discussed. The authors argue that greater interdepartmental efforts are required to support vulnerable girls to remain in school.


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