NCJ Number
65350
Date Published
1980
Length
16 pages
Annotation
THE IMPACT OF INSTITUTIONS AND INSTITUTIONAL PROCESSES ON DELINQUENCY IS ASSESSED, THE STUDY BEING BASED ON OBSERVATIONS OF THE AMERICAN EDUCATIONAL SYSTEM.
Abstract
THEORIES ON DELINQUENT BEHAVIOR HAVE FOCUSED ON INDIVIDUAL FACTORS SUCH AS SOCIAL CLASS OR RACE AND HAVE IGNORED THE INFLUENCES THAT A SCHOOL SYSTEM CAN HAVE ON STUDENTS. STUDIES OF ADOLESCENTS IN THE PACIFIC NORTHWEST IN THE 1970'S INDICATED THAT MOST STUDENTS, REGARDLESS OF CLASS ORIGINS, RESPONDED TO SCHOOL FAILURE WITH DEVIANT BEHAVIOR, SUCH AS TRUANCY, DRINKING, OR DELINQUENCY. OTHER RESEARCH EFFORTS CONDUCTED IN ENGLAND AND THE UNITED STATES CONFIRMED A STRONG ASSOCIATION BETWEEN STUDENTS PLACED IN THE LOW ACADEMIC TRACK AND JUVENILE MISCONDUCT. SCHOOL PERSONNEL PLAY A CRITICAL ROLE IN INITIATING AND PERPETUATING DELINQUENT CAREERS BY USING NONACADEMIC CRITERIA TO PLACE JUVENILES IN EDUCATIONAL PROGRAMS. AN EXAMINATION OF A REMEDIAL READING PROGRAM IN AN URBAN NEW YORK STATE SCHOOL SHOWED THAT A HISTORY OF ACADEMIC FAILURE AND PAST CONTACTS WITH STIGMATIZED PROGRAMS INCREASED A STUDENT'S CHANCES OF BEING TYPED NEGATIVELY AND PLACED IN A DEVIANT CAREER LINE. ONCE AN INDIVIDUAL IS PLACED IN A DEVIANT CATEGORY, THE INSTITUTION EXPECTS BEHAVIOR TO CONFORM TO THE PLACEMENT, THUS ENCOURAGING DEVIANCE. AS LONG AS SCHOOLS CONTINUE TO BELIEVE THAT CERTAIN STUDENTS ARE DESTINED FOR SUCCESS AND OTHERS FOR FAILURE, THEY WILL CONTINUE TO MANUFACTURE A CERTAIN NUMBER OF MISFITS. TO AVERT THIS COURSE OF ACTION, THESE INSTITUTIONS SHOULD ASSESS THEIR WORKING IDEOLOGY, USE OF STEREOTYPES IN DIAGNOSIS, SELECTION PROCESS, AND EFFECTS OF PLACEMENTS ON CLIENTS' SELF-IMAGES. REFERENCES ARE PROVIDED. (MJM)