Juvenile Arrest and Collateral Educational Damage in the Transition to Adulthood. (January 2013)

• Record Type: Journal Article
• Authors: Kirk, David S.; Sampson, Robert J.
• Is Part Of: Sociology of education. Volume 86:Number 1(2013)
• Page Start: 36
• Page End: 62
• Publication Date: 2013-01
• Subjects: school dropout -- college -- crime -- arrest -- transition to adulthood; Educational sociology -- Periodicals; 306.43
• DOI: 10.1177/0038040712448862
• Languages: English
• ISSNs: 0038-0407

Abstract

Official sanctioning of students by the criminal justice system is a long-hypothesized source of educational disadvantage, but its explanatory status remains unresolved. Few studies of the educational consequences of a criminal record account for alternative explanations such as low self-control, lack of parental supervision, deviant peers, and neighborhood disadvantage. Moreover, virtually no research on the effect of a criminal record has examined the ''black box'' of mediating mechanisms or the consequence of arrest for postsecondary educational attainment. Analyzing longitudinal data with multiple and independent assessments of theoretically relevant domains, the authors estimate the direct effect of arrest on later high school dropout and college enrollment for adolescents with otherwise equivalent neighborhood, school, family, peer, and individual characteristics as well as similar frequency of criminal offending. The authors present evidence that arrest has a substantively large and robust impact on dropping out of high school among Chicago public school students. They also find a significant gap in four-year college enrollment between arrested and otherwise similar youth without a criminal record. The authors also assess intervening mechanisms hypothesized to explain the process by which arrest disrupts the schooling process and, in turn, produces collateral educational damage. The results imply that institutional responses and disruptions in students' educational trajectories, rather than social-psychological factors, are responsible for the arrest–education link.