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Developmental crime prevention
Developmental crime prevention
Challenges with juvenile crime
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Morgan Paris
Annotated Bibliography
Dawes, Nickki, et al. "Mexican-Origin Youth Participation In Extracurricular Activities: Predicting Trajectories Of Involvement From 7Th To 12Th Grade." Journal Of Youth & Adolescence 44.11 (2015): 2172-2188. Academic Search Complete. Web. 8 Feb. 2016.
In this empirical research article, Nickki Dawes discusses the benefits of Mexican-origin Youth participating in extracurricular activities from 7th to 12th grade. Dawes states that Mexican-Origin youth have significantly lower rates of educational accomplishments compared to other racial/ethnic minority youth in the United States. She also says that they are also less likely to join extra-curricular activities. She discusses the need for the involvement of these children with these activities because of all the benefits associated with them. I believe that this article is very credible because it was an empirical research article and also it was peered reviewed. It will be a great addition to my research paper because it gives a specific example
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His conclusion is that in today’s society around 76 percent of women with school aged children are now working. He states that this has been a positive thing in our workforce, however it leaves children unsupervised for longer periods of time, which will result in an increase in juvenile crime during the week. Kurtz describes studies that have shown that students who are involved with structured extra-curricular activities more likely than non-participants to have higher self-esteem, greater academic achievement and lower incidences of delinquency. In my opinion, David Kurtz does an excellent job at showing the importance of extra-curricular activities for children. His article is credible because it was peer reviewed, jand none of his facts seems unreasonable. His view is very similar to mine, and I believe this article will be very beneficial to my
In Subtractive Schooling: US-Mexican Youth and the Politics of Caring, Angela Valenzuela investigates immigrant and Mexican American experiences in education. Valenzuela mentions differences in high schools between U.S born youth and immigrants such as how immigrants she interviewed seemed to achieve in school as they feel privileged to achieve secondary education. However, she found that her study provided evidence of student failure due to schools subtracting resources from these youths. Both are plagued by stereotypes of lacking intellectual and linguistic traits along with the fear of losing their culture. As a Mexican American with many family members who immigrated to the U.S to pursue a higher education, I have experience with Valenzuela’s
2. “Mexican Americans as a group fail to achieve well on standard tests of academic achievement, and they do not do as well as their Anglo counterparts in the more subjective evaluations of achievement.” (Carter, 17).
Whether children of Mexican immigrants adopt pan-ethnic terms (Latino, Hispanic), American identities, or identities rooted in their home country (Mexican) reflects how they view themselves in relation to the ethnic stratification system in the United States (Tovar, Jessica, and Cynthia Feliciano, 2009). Biculturalism may be expressed using a Mexican-American self-label, as opposed to either an American or Mexican label (Rumbaut, 1994). For those who are viewed as non-white in the United States (including most recent immigrants from Mexico and their children), ethnic identity development is an important part of overall adolescent identity formation, and may be especially complicated for those who grow up in the United States, but have parents from another country (Rumbaut,
A question that every high school student is faced with is: “What extracurricular activities so you participate in?” Some can answer confidently while others are slapped with a moment of sudden realization. These people are just floating along with the crowd, with no driving force or motivation. What I believe differentiates me from my peers and gives me a sense of uniqueness, is what I do outside of my academia. Out of the deluge of activities that are available, Latinos In Action is the one that I feel the most passionate about and shapes my persona the most.
Students were grouped by IQ, those who had an above average or higher were helped to go to college and those who had a low IQ’s were not given the support or the push needed to get them into college. Educators allowed low education standards and refused to see students as equals. The advisors set students sights low for the future by encouraging how service jobs were a practical choice for us Mexicans. Cleaning houses were the normal thing to do for Mexican-American females. Students were tired of the inadequate staff and the staff's lack of concern for their students. The students sent out a survey among the other students to see if they were satisfied with what they were getting from their education. The result was that the schools and instructors were not meeting the needs of the students’ more so of the Chicano students.
Stern, G. M. (2009). The 'Secondary'. Why Latino students are failing to attend college. Education Digest: Essential Readings Condensed for Quick Review, 75(1), 46-49. U.S. Department of Education, National Center for Education Statistics.
Education is the key to individual opportunity, the strength of our economy, and the vitality of our democracy. In the 21st century, this nation cannot afford to leave anyone behind. While the academic achievement and educational attainment of Hispanic Americans has been moving in the right direction, untenable gaps still exist between Hispanic students and their counterparts in the areas of early childhood education, learning English, academic achievement, and high school and college completion.
Salinas, C. (2004). "Creating Successful Academic Programs for Chicana/o High School Migrant Students: The Role of Advocate Educators." The High School Journal 87(4): 54-65.
The importance put on education often comes from parental involvement. Many Latinos come to this country in hopes of giving the opportunity to their children to have more open more doors to success while enjoying freedom. The freedom that some possibly do not have at home. “A number of factors contribute to the translation of a family’s social capital to schools capital, including parental income and educational attainment, English language proficiency (ELP), parental beliefs and educational aspirations for their children, and parental involvement in schools (Zambrana 62).” The need to aspire is an individual motivation, however the family structure has much to do with the ambitions. The Latino community according to the book Latinos in American Society written by Ruth Zambrana ran a study on the Average SAT Scores for Twelfth Grade Test-Taking Population, by Race and Latino Subgroup, 1996-2006. In this study, it was found that the second-generation students that are of college-educated Latino families contributed the most to the rise in the total Latino student
...will have no choice but to invest in Hispanics because they will be the majority and will big a big part of the work force. This will affect the communities socially as they will become more diverse, possibly evening out the plane field with class and gender for Hispanics and eventually all minorities. In conclusion my object of study that Hispanic women experience inequality in education due to the social constructs of subordination of women and Hispanic culture, has several factors that support my argument.
United States. ERIC Development Team. Latino High School Leaving: Some Practical Solutions. By Harriett D Romo. Charleston: ERIC, 1998. Print.
In addition to elements of diversity, primarily narrowing on the racial/ethnicity aspect as a major piece of this proposed topic of research, the outreach of involvement in extra curricula activities such as sports, choir, band, and various clubs and its impact on minority student achievement is a second piece of the proposed research. Are there connections between m...
1-2). Recognizing these hindrances can establish income inequality awareness and can also allow us to understand the pressure many young adults who live in financially disadvantaged households are undergoing. According to a statistical report published by the National Center For Education Statistics, which is a governmental source that collects, analyzes, and reports information on the educational conditions in America, the average participation in activities of low socioeconomic seniors in a public school is 73.85% while the average participation of high socioeconomic seniors is 87.2% (National Center For Education Statistics, 1995, p. 2). The participation of high socioeconomic status students in extracurricular activities is significantly higher than the participation of low socioeconomic status students. The statistical report also established a distinction between the effects of the availability of extracurricular activities showing that minority status, size, or location of school don’t limit it, but instead, the income level of individual students is the main driving factor to the meagerness of participation. Therefore, many low-income level students are also deprived of being able to participate in extracurricular activities due to the shortage of aiding
Teens who post positive status are more likely to be involved. Teens posting activities they are involved in such as clubs, sports, competitions, or FFA that are positive. Being involved in extracurricular activities can have a very positive impact with a teen’s grades and so...
Rizzolo, Allison. "PUBLICAGENDA.ORG - Survey: Sports, Arts, Clubs, Volunteering -- Out-of-School Activities Play Crucial, Positive Role for Kids." Survey: Sports, Arts, Clubs, Volunteering -- Out-of-School Activities Play Crucial, Positive Role for Kids. Public Agenda, 16 Nov. 2004. Web. 5 Mar. 2014