ERIC Number: EJ1097934
Record Type: Journal
Publication Date: 2016-May
Abstractor: As Provided
Reference Count: 48
Identifying the "Truly Disadvantaged": A Comprehensive Biosocial Approach
Barnes, J. C.; Beaver, Kevin M.; Connolly, Eric J.; Schwartz, Joseph A.
International Journal of Behavioral Development, v40 n3 p213-223 May 2016
There has been significant interest in examining the developmental factors that predispose individuals to chronic criminal offending. This body of research has identified some social-environmental risk factors as potentially important. At the same time, the research producing these results has generally failed to employ genetically sensitive research designs, thereby potentially generating biased parameter estimates. The current study addresses this gap in the literature by using both a standard social science methodology (SSSM) and two separate genetically informative research designs to examine whether parent, teacher, and peer risk factors are associated with four maladaptive outcomes: arrests, low IQ, reduced self-control, and a combined measure of the "truly disadvantaged." Analysis of twin pairs drawn from the National Longitudinal Study of Adolescent to Adult Health revealed that the SSSMs produced upwardly biased estimates of the impact of social-environmental influences on each of the four outcomes. Once genetic factors were controlled, the effect of social-environmental risk was reduced (but remained significant in certain cases). We conclude by discussing these findings in the context of criminal justice policy and their implications for future criminological research.
Descriptors: Crime, Social Influences, Biology, Genetics, Research Methodology, Social Science Research, Parent Influence, Teacher Influence, Peer Influence, At Risk Persons, Behavior Problems, Intelligence Quotient, Self Control, Disadvantaged, Twins, Environmental Influences, Interviews, Verbal Ability, Intelligence Tests, Vocabulary, Longitudinal Studies, National Surveys, Middle School Students, High School Students, Regression (Statistics)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; High Schools
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test