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ERIC Number: EJ1166308
Record Type: Journal
Publication Date: 2018-Feb
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0022-4391
Race, Sex, and Discrimination in School Settings: A Multilevel Analysis of Associations with Delinquency
Chambers, Brittany D.; Erausquin, Jennifer Toller
Journal of School Health, v88 n2 p159-166 Feb 2018
Background: Adolescence is a critical phase of development and experimentation with delinquent behaviors. There is a growing body of literature exploring individual and structural impacts of discrimination on health outcomes and delinquent behaviors. However, there is limited research assessing how school diversity and discrimination impact students' delinquent behaviors. In response, the purpose of this study was to assess if individual- and school-level indicators of discrimination and diversity were associated with student delinquent behaviors among African American and White students. Methods: We analyzed Wave I (1994-1995) data from the National Longitudinal Study of Adolescent Health. Our analysis was limited to 8947 African American and White students (73% White, 48% male, and 88% parent = high school education). We used multilevel zero-inflated negative binomial regression to test the association of individual- and school characteristics and discrimination with the number of self-reported delinquent behaviors. Results: Race, sex, perceived peer inclusion, and teacher discrimination were predictors of students' delinquent behaviors. The average school perceived peer inclusion and percentage of African Americans in teaching roles were associated with delinquent behaviors. Conclusions: Findings from this study highlight the potential for intervention at the interpersonal and school levels to reduce delinquency among African American and White students.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Longitudinal Study of Adolescent Health
Grant or Contract Numbers: N/A