In depicting juvenile delinquency in the classroom, a few film directors portrayed novice teachers' desire to reach what the school system customarily labeled as "problem students." These films illustrate that these students are often categorized quickly and unfairly, and hopeful intervention by a few caring and zealous teachers is enough to change their lives and attitudes for the better. In the black and white 1955 film "Blackboard Jungle," Mr. Dadier (played by Glenn Ford) was an idealistic teacher on his first job in a tough urban mostly white male high school. The characters were dressed in clothing of the time (jeans rolled up at the cuffs, tee shirts, bow ties, baseball caps) and the boys wore their hair in the Elvis Presley pompadour style. The students were led by a gang leader, Artie West, whom they looked up to and feared. Mr. Dadier was faced with a bunch of rough juvenile delinquents, fellow staff members who were unresponsive and indifferent, and a principal who refused to admit the school had discipline problems. Sidney Portier, for example, played a student who found no one really cared--students and teachers alike--so he just took up space until he could drop out of school. Mr. Dadier, however, was determined to turn these students around: "Yeah, I've been beaten up, but I'm not beaten. I'm not beaten, and I'm not quittin." This film focused on a teacher who was willing to fight for the students and find ways to reach them with tactics other than just typical pedagogy or academic discipline. Where it is commonly believed that students growing up in poor families seem to be labeled as juvenile delinquents and not much is expected of them, Mr. Dadier tried to change this perception by showing his s... ... middle of paper ... ...rience. Viewers who grew up in an inner-city environment and attended schools during the 60's and 70's, were accustomed to the racial rioting, drinking and drugging, peer pressure against conformity, and traumatic home lives these movies underscore. Although I had opportunities other than being a part of this self-indulgent culture, I just did not know it at the time and no one ever went the extra mile to let me know. It was always easier to label students who fail to comport as "problem students" or "juvenile delinquents." It wasn't until I got older that I discovered the choices that LouAnne in "Dangerous Minds" kept talking about. In retrospect, these films all have quite a lot in common. They filled me with renewed hopes and dreams and made me revisit my school years. Juvenile delinquency? Generation gap? I wonder if those terms are falsely constructed.
...lms these students get away with murder and still go on to college. This simply does not happen in real life; therefore, looking to Hollywood films for the true colors of schools is not in the best of interests. We have to realize that directors produce these films in their vision of American culture. We as Americans always look to the American Dream of sometime “making it.” The films neglect to see the loser’s point of view, meaning Hollywood films only look to a positive ending because it is in our nature to believe in the American Dream. This book allows our society to actually look past the films fantasies and observe the true inequalities in school. Although Hollywood films do correctly show how urban, suburban, and private students behave in schools, they do not show the true outcomes of real life.
Siegel, L., & Welsh, B. (2011). Juvenile delinquency the core. (Fourth ed., p. 54). Wadsworth Cengage Learning.
Students that have been labeled “delinquent” need help in beating the odds to become successful adults. As C. Ogletree discusses article, Total Reform for a Broken System, a program needs to be created that includes family involvement and support to create concrete goals and means for students to achieve them, in the aim of becoming successful students throughout each school until graduation. It is a great goal for school institutions to strive in changing students’ behavior for the better, giving them a fair opportunity in education. Not to single out those of low-income homes, race, or learning disabilities. It should be the goal to get to the heart of misbehavior that is introducing so many students into the juvenile justice system. School institutions need to be place of supportive and structured learning from day one. Students enter school as young children, for the first time away from parents, relying on educators to guide them throughout their day. School Institutions should look for a positive approach that emphasizes on individual strengths to promote learning. The restorative circles program is having been introduced into school systems as an alternative to the zero tolerance policies. It creates an involvement of communication between all parties in any issue. Whether it be good or bad, it offers support for students to discuss issues and ideas, opening a line of communication between parents, teachers, and students, which will be key a student’s
The study of Juvenile delinquency and the theories pertaining to it are vital for several reasons. In order to more effectively engage with youths and foster positive behavior and schemas, the individuals must first be understood. The study of theory provides a means of understanding adolescents and the factors that lead to or detract from delinquent behavior. In the case of juvenile delinquent, Jordan Brown, theory helps to provide insight into why an eleven-year-old boy murdered his stepmother.
Juvenile delinquency has a history that dates back hundreds of years. Before the 19th century children were tried in courts the exact same as adults were, but it was only the most severe juvenile cases that actually went to trial. Children were put into prisons, transported and even hanged. In 1880, there were 6,500 children under 16 in adult prisons, 900 of which were under the age of 12 (King & Noel, 1993). Before 1900, many social ideologies shifted resulting from industrialization. The United States’ first juvenile court was opened in 1899 in Illinois. It was spearheaded by Jane Addams and many other influential women in children advocacy. Addams and the others wanted to have a separate court for
Come the end of World War II, the Americans were anticipating the terms of a hope-filled future, in which they believed it meant they could venture off into the great beyond of space, teleport from place to place and that everything and anything was powered by nuclear material. No one had even contemplated the rise of Rock’n’Roll, an endless Cold War and the supremacy of entertainment by the constant uprise of youth culture. From this, it blossomed into a new kind of film for a new breed of teenager: the juvenile delinquency film. In this essay, I will be discussing the role of the juvenile delinquent within the two movies, Jim Stark in Rebel Without A Cause (1955) and Vince Everett in Jailhouse Rock (1957) and the impact of relevant industrial,
A problem many communities are faced with is delinquency and gangs. Delinquency and gangs begin to pull in the similarities and focus more on the meaning connected to youth violence from the past to the present. Based on this context, individuals have an understanding the different ways delinquent juveniles are affected by certain policies. Delinquent youth come in many different age groups, sex, ethic group, and race, while society may look at delinquency as starting out as soon as children enter grade school delinquency starts when a child can fully comprehend there wrong doing.
The Bad Kids documentary targets adolescents who are at-risk of dropping out of school. With that being said, many of these adolescents are impoverished and have faced hardships that have led them to be at-risk of not obtaining a diploma. The purpose of this documentary was to portray the journey of those at-risk adolescents and their fight to receive their diploma. Likewise, the impact the principal, Ms. Viland, had on her students in order for them to be more successful in life. This documentary is centered around Black Rock High School, an alternative public school, which is a last chance for most at-risk adolescents to earn their diploma.
Thompson, W, & Bynum, J. (1991). Juvenile delinquency. Needham Heights, MA: Allyn and Bacon A Division of Simon & Schuster, Inc.
In many low income communities, there are teachers that are careless and provide their students with poor quality education. These teachers are there just to make sure that they keep receiving their monthly paychecks and act in this way because they believe that low income students do not have the drive, the passion, or the potential to be able to make something of themselves and one day be in a better place than they are now. Anyon reveals that in working class schools student’s “Work is often evaluated not according to whether it is right or wrong but according to whether the children followed the right steps.” (3). This is important because it demonstrates that low income students are being taught in a very basic way. These children are being negatively affected by this because if they are always being taught in this way then they will never be challenged academically, which can play a huge role in their futures. This argument can also be seen in other articles. In the New York Times
The film reveals an unseemly truth about the state of racism and its prevalence in the United States during the 1970’s. For example, the film revolves around a team/school that had recently became desegregated. This relates to historical facts that schools that were slowly changing and the problems that originated with it. It must be perceived that although school segregation was outlawed by the Supreme Court in 1954 numerous schools especially in the south were slow or did not even follow the ruling further prolonging the dark history of racial prejudice. (The Leadership Conference)
Thompson, W. E. and Bynum J. E. (2010). Juvenile Delinquency: A sociological Approach Eighth Edition. Boston, MA: Pearson Education, Inc.
Juvenile delinquency is committing criminal acts or offenses by a young person, generally involving people under the age of eighteen. That is what this research proposal is about. For my research proposal my research question is what can cause or deter juvenile delinquency in first time offenders? I feel that this is an important question to be asking, because in our society there is too much juvenile delinquency and if we can use this research to figure out what can cause and deter this phenomenon then we could sincerely help a lot of adolescents.
Synder, Scott. “Movie portrayals of juvenile delinquency: part II—Sociology and psychology,” Adolescence. Summer 1995. First Search. Feb 2007
Juvenile delinquency is one of the major social issues in the United States today. Juvenile delinquency, also known as juvenile offending, is when “a violation of the law committed by a juvenile and not punishable by death or life imprisonment” (Merriam-webster.com). Although we have one justice system in America, the juvenile system differs from the adult juvenile system. Most juvenile delinquents range from as low as the age of seven to the age of seventeen. Once the delinquent or anyone turns the age of eighteen, they are considered an adult. Therefore, they are tried as an adult, in the justice system. There are many different reasons why a child would commit crime, such as mental and physical factors, home conditions, neighborhood environment and school conditions. In addition, there are a variety of effects that juvenile justice systems can either bad effects or good effects. Finally there are many different solutions that can reduce juvenile delinquency. As a result, juvenile delinquency is a major issue and the likeliness of it can be reduced. In order to reduce juvenile delinquency there has to be an understanding of the causes and the effects.