Adding Insult to Injury: Arrests Reduce Attendance through Institutional Mechanisms

Autor/inn/en	Mark, Nicholas D. E.; Geller, Amanda; Engberg, John
Titel	Adding Insult to Injury: Arrests Reduce Attendance through Institutional Mechanisms
Quelle	In: Sociology of Education, 95 (2022) 3, S.189-215 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mark, Nicholas D. E.) ORCID (Geller, Amanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/00380407221099649
Schlagwörter	Crime; Learner Engagement; Attendance Patterns; Police; Middle School Students; High School Students + Suchen Sie Ihr Suchwort? Crimes; Delict; Delicts; Delikt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	Students across the United States experience high levels of contact with the police. To clarify the causal relationships of this contact with educational outcomes and the mechanisms by which such relationships arise, we estimate the effects of arrest on student engagement with school using daily attendance data. Recently arrested students missed significantly more school than did students who would be arrested later in the school year. The effects of arrest on attendance can be attributed to suspensions and court appearances; we found little evidence of changes in absences due to health or skipping school. These results suggest that institutional, not student centric, mechanisms drive the relationship between arrest and educational outcomes. Were it not for institutional channels, particularly exclusionary discipline, arrested students would likely remain more engaged in school. Estimates are similar for white and black students, but black students are differentially affected because they are arrested at higher rates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01