The student -teacher relationship and juvenile delinquency among African -American males.
Item
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Title
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The student -teacher relationship and juvenile delinquency among African -American males.
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Identifier
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AAI3008829
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identifier
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3008829
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Creator
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Gibson, Camille Ann Venesse.
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Contributor
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Adviser: Warren Benton
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Date
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2001
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Language
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English
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Publisher
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City University of New York.
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Subject
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Sociology, Criminology and Penology | Education, Educational Psychology | Black Studies
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Abstract
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This study is a qualitative effort towards understanding a possible connection between the student-teacher relationship and an outcome of delinquency for African-American males. Of particular interest are the messages that students receive from their teachers. These messages may be direct and verbal or subtle and non-verbal. Some messages facilitate school failure and/or delinquency. African-American males are the focus of the study because of a growing concern about their over representation amongst delinquents. African-Americans constitute 12.7 percent of the United States population (Census Bureau, 1998). Yet, on any given day, African-American juveniles represent approximately 43 percent of those in detention facilities (Roscoe & Morton, 1994). The primary subjects were 16 delinquents and eight non delinquents (ages 15--18 years, primarily 9th and 10th graders) and some of their teachers. The subjects came from two Bronx, New York high schools. One site was a comprehensive public high school, the other an alternative, public high school. The students were observed for at least two-thirds of a semester in their classes. They, their teachers and school staff were interviewed to formulate a thorough picture of the socializing effect of school towards a positive life trajectory or a negative one. Results were analyzed using Numerical Unstructured Data Indexing Searching Theorizing (NUDIST) software.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
