Literaturnachweis - Detailanzeige
| Autor/in | Chesney-Lind, Meda |
|---|---|
| Institution | Hawaii Univ., Honolulu. Youth Development and Research Center. |
| Titel | Girls and De-Institutionalization: Is Sexism and Juvenile Justice a Dead Issue? Report No. 320. |
| Quelle | (1985), (36 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Adolescents; Correctional Institutions; Delinquency; Females; Institutionalized Persons; Juvenile Courts; Parent Child Relationship; Runaways; Sex Bias |
| Abstract | The Juvenile Justice and Delinquency Prevention Act of 1974 provided financial incentives to states to divert and deinstitutionalize status offenders. Recently, criticisms are surfacing that the federal involvement in the status offender issue was inappropriate and had given children the freedom to run away. Concern about victimization of girls seems to be at the core of a shift in federal policy toward delinquents. The existence of "status" or uniquely juvenile offenses poses a distinct threat to young women. More girls than boys are charged with these offenses which include such things as running away from home, being beyond control, or being in need of supervision. A major source of bias is caused by parents' different standards for boys and girls. Girls charged with status offenses are usually more harshly treated than are their male or female counterparts charged with crimes, and female status offenders are overrepresented in institutions. The Delinquency Prevention Act did result in lower incarceration rates for young women, even though they are institutionalized for less serious offenses than are males. Support for the deinstitutionalization provision of the Delinquency Prevention Act from judges and law enforcement agencies has been inadequate. Unless juvenile courts are monitored to prevent further erosion of victories of the deinstitutionalization movement, the jailing of large numbers of young women "for their own protection" is likely to recur. A five-page list of references is provided. (ABL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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