Curriculum Tracking and Delinquency

The hypothesis that placement in a noncollege curriculum track causes losses in self-esteem and increased delinquency was examined in a nationally representative, longitudinal sample of over 1600 high school boys. A status attainment perspective from the sociology of education was used to conceptual...

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Bibliographic Details
Published in:American sociological review 1982-02, Vol.47 (1), p.151-160
Main Authors: Wiatrowski, Michael D., Hansell, Stephen, Massey, Charles R., Wilson, David L.
Format: Article
Language:English
Subjects:
Composite indices
Curriculum/Curricula/Curricular
Delinquency
Delinquent behavior
High school students
High school/High schools
High schools
Junior high schools
Juvenile delinquency
Male/Males (see also Man)
Modeling
Research Notes
Secondary school curricula
Self esteem
Standardized tests
Track/Tracked/Tracking
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Summary:The hypothesis that placement in a noncollege curriculum track causes losses in self-esteem and increased delinquency was examined in a nationally representative, longitudinal sample of over 1600 high school boys. A status attainment perspective from the sociology of education was used to conceptualize tracking influences on delinquency suggested by delinquency theories, and path models were employed to explore various assumptions about the development of delinquency. The results did not support the findings of earlier cross-sectional and correlational research that noncollege track placement would lower self-esteem and cause delinquency. Controlling for background, ability, school attachment, self-esteem, and educational and occupational aspirations, delinquency in the senior year of high school and one year after graduation were best predicted by sophomore levels of delinquency. These results suggest that school socialization experiences occurring earlier than high school be searched for causes of delinquency among boys.
ISSN:0003-1224
DOI:10.2307/2095049