Effects of Race and Gender on Probability of Juvenile Delinquency Leading to Recidivism

Effects of Race and Gender on Probability of Juvenile Delinquency Leading to Recidivism by Britney L. Smith MPA, Kean University, 2015 BS, New Jersey City University, 2012 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy and Administration Walden University August 2018 Abstract Studies have shown that U.S. juvenile recidivism rates range from 50% to 80%, and many risk factors have been associated with adolescent delinquency and recidivism. The purpose of this cross-sectional correlational study was to evaluate the Future Generation mentoring program’s effectiveness by examining the relationships between race and gender (independent variables) and youth progress (dependent variable). The Future Generation mentoring program is a pseudonym for the actual program to help protect confidentiality and anonymity of the organization. Juvenile progress was measured by how well a youth met their goals. Youth progress was classified as successful, progressing, or unsuccessful in relation to a juvenile’s status. Juveniles who were successful either completed the program or completed at least 75% of their program goals. Juveniles who were progressing made progress towards their goals, but did not complete at least 75% of their goals. Juveniles who received an unsuccessful status did not show adequate progress, those youth did not uphold their responsibility to stay out of trouble. The theoretical framework was rational choice theory. Secondary data were collected from a sample of 49 juveniles enrolled in the Future Generation program. Results of chi-square analyses showed that race was significantly associated with youth progress in the Future Generation mentoring program. No significant association was found between gender and youth progress. Findings may be used to strengthen adolescent deterrence programs and educate stakeholders regarding trends in juvenile delinquency and recidivism rates.Studies have shown that U.S. juvenile recidivism rates range from 50% to 80%, and many risk factors have been associated with adolescent delinquency and recidivism. The purpose of this cross-sectional correlational study was to evaluate the Future Generation mentoring program’s effectiveness by examining the relationships between race and gender (independent variables) and youth progress (dependent variable). The Future Generation mentoring program is a pseudonym for the actual program to help protect confidentiality and anonymity of the organization. Juvenile progress was measured by how well a youth met their goals. Youth progress was classified as successful, progressing, or unsuccessful in relation to a juvenile’s status. Juveniles who were successful either completed the program or completed at least 75% of their program goals. Juveniles who were progressing made progress towards their goals, but did not complete at least 75% of their goals. Juveniles who received an unsuccessful status did not show adequate progress, those youth did not uphold their responsibility to stay out of trouble. The theoretical framework was rational choice theory. Secondary data were collected from a sample of 49 juveniles enrolled in the Future Generation program. Results of chi-square analyses showed that race was significantly associated with youth progress in the Future Generation mentoring program. No significant association was found between gender and youth progress. Findings may be used to strengthen adolescent deterrence programs and educate stakeholders regarding trends in juvenile delinquency and recidivism rates. Effects of Race and Gender on Probability of Juvenile Delinquency Leading to Recidivism by Britney L. Smith MPA, Kean University, 2015 BS, New Jersey City University, 2012 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy and Administration Walden University August 2018 Dedication This research is dedicated to several people, notably my mother, Evangeline Jones, and my husband, Ryeshem Smith, who have been my backbone throughout my PhD journey. They encouraged me and helped me persevere when I felt as if I wanted to give up. Somehow, they kept me sane. Without them, my strength throughout this endeavor would not have been possible, and I am forever indebted to them. Furthermore, I am dedicating this research to my sister, Andrea Bland, who passed away in 2012 due to cancer. She always encouraged me and said how proud she was of me. I know she is looking down on me and I am making her extremely proud. Lastly, I am dedicating this research to my younger brother, Quamir Jones, to whom I have been a positive role model. I continuously encourage him to pursue his education like others have supported me along the way, because I know firsthand how challenging the education journey can be! I want him to succeed, expand his intellectual horizons by testing his limits, and being the best he can be. I truly hope this research can make the world a better, safer, and more productive place for all to enjoy and thrive. Acknowledgments I would like to thank God for bringing me this far in the dissertation process. I would also like to thank my chair, Dr. Ian B. Cole, for his support and guidance, wealth of knowledge, and time devoted to my research. I would also like to thank Dr. Tracey Phillips, my second committee member, for her guidance, support, and encouragement throughout my journey. In addition, I thank Daniel Jones, university research reviewer, for helping to strengthen my study. I also want to thank my mentor, Karen Wallace, for helping me get through the dissertation phase. She continued to encourage me on days I wanted to give up. I would like to acknowledge my best friend, Shaquana Tolbert, for her support and encouragement throughout my dissertation journey. Lastly, I would like to thank Jessica Massenat, who has been an asset along my journey, along with a host of other family and friends for their encouragement.