Gang Risk Factors and Academic Readiness in a Southern Middle School

Autor/inn/en	Martinez, James; Tost, Jeremy R.; Wilfred, Shani P.; Hilgert, Larry D.
Titel	Gang Risk Factors and Academic Readiness in a Southern Middle School
Quelle	In: Georgia Educational Researcher, 11 (2014) 2, S.1-45, Artikel 1 (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2471-0059
Schlagwörter	Middle School Students; Juvenile Gangs; Grade 8; Suburban Schools; Student Characteristics; Readiness; Ethnicity; Racial Differences; At Risk Students; Prevention; Intervention; Low Achievement; Student School Relationship; Hispanic Americans; Grade 7; Neighborhoods; Family Influence; Grade Point Average; African American Students; Georgia + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Jugendbande; School year 08; 8. Schuljahr; Schuljahr 08; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Ethnizität; Rassenunterschied; Prävention; Vorbeugung; Unterdurchschnittliche Leistung; Schüler-Lehrer-Beziehung; Hispanic; Hispanoamerikaner; School year 07; 7. Schuljahr; Schuljahr 07; Neighbourhoods; Nachbarschaft; African Americans; Afroamerikaner; Studentin
Abstract	The current Georgia study examines middle-school-aged gang and non-gang members regarding the risk factors of gang membership and potential effects of these risk factors on academic achievement. Participants, 406 eighth grade students from a suburban middle-school, completed a 42-item survey assessing an array of demographic and risk factor variables. In addition, students provided self-report information regarding their success on national standardized testing used to measure academics readiness. Of the 28 variables analyzed, lower academic readiness was associated with ethnicity and/or gang membership. Findings are discussed in light of the complexity of the gang issue and the importance of recognizing the specificity associated with demographic predictors. Researchers are encouraged to continue exploring gang involvement in a variety of settings investigating differences in locality, school structure, and race/ethnicity. Teachers, parents, school administrators, and other key stakeholders may examine the aforementioned differences to collaboratively develop and share prevention and intervention successes and failures to enhance academic readiness and reduce gang involvement among youth. (As Provided).
Anmerkungen	Georgia Educational Research Association. Available from: Digital Commons. Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: GEReditor@gmail.com; e-mail: digitalcommons@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/gerjournal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01