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Toldson IA, Woodson KM, Braithwaite R, et al. Academic potential among African American adolescents in juvenile detention centers: Implications for reentry to school. J Offender Rehabil. 2010;49(8):551-570doi: 10.1080/10509674.2010.519666.
Toldson, I. A., Woodson, K. M., Braithwaite, R., & Holliday, R. C. (2010). Academic potential among African American adolescents in juvenile detention centers: Implications for reentry to school. Journal of offender rehabilitation, 49(8), 551-570. https://doi.org/10.1080/10509674.2010.519666
Toldson, Ivory A, et al. "Academic potential among African American adolescents in juvenile detention centers: Implications for reentry to school." Journal of offender rehabilitation vol. 49,8 (2010): 551-570. doi: https://doi.org/10.1080/10509674.2010.519666
Toldson IA, Woodson KM, Braithwaite R, Holliday RC. Academic potential among African American adolescents in juvenile detention centers: Implications for reentry to school. J Offender Rehabil. 2010;49(8):551-570. doi: 10.1080/10509674.2010.519666. PMID: 21654936; PMCID: PMC3108448.
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J Offender Rehabil. 2010;49(8):551-570. doi: 10.1080/10509674.2010.519666.

Academic potential among African American adolescents in juvenile detention centers: Implications for reentry to school.

Journal of offender rehabilitation

Ivory A Toldson, Kamilah M Woodson, Ronald Braithwaite, Rhonda C Holliday

Affiliations

  1. Howard University.

PMID: 21654936 PMCID: PMC3108448 DOI: 10.1080/10509674.2010.519666

Abstract

The study explores Black adolescent detainees academic potential and motivation to return to school to inform best practices and policies for juvenile reentry to educational settings. Adolescent detainees (N = 1,576) who were recruited from one male and one female youth detention facility, responded to surveys that assessed post-detention educational plans, as well as social and emotional characteristics, and criminal history. Multivariate analysis techniques were used to compare factors across race and gender, and plot linear relationships between key indicators of academic potential with associate factors. Findings revealed that youth were more likely to evince academic potential when they had a healthy level of self-esteem, adequate future goal orientation, positive mood, family and community involvement, fewer traumatic events, and less delinquent activity.

References

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Grant support