Juvenile delinquency in a diverse society pdf

Juvenile Delinquency in a Diverse Society Second Edition

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Dedication

To William and Christopher, my little delinquents —KB

To Bryce, Avary, Gavin, and Olivia —RS

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Juvenile Delinquency in a Diverse Society Second Edition

Kristin A. Bates California State University, San Marcos

Richelle S. Swan California State University, San Marcos

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Library of Congress Cataloging-in-Publication Data

Names: Bates, Kristin Ann, author. | Swan, Richelle S., author.

Title: Juvenile delinquency in a diverse society / Kristin A. Bates, Richelle S. Swan.

Description: Second edition. | Los Angeles : SAGE, [2018] | Includes bibliographical references and index.

Identifiers: LCCN 2016038632 | ISBN 978-1-5063-4749-3 (pbk. : alk. paper)

Subjects: LCSH: Juvenile delinquency. | Juvenile delinquents. | Juvenile justice, Administration of.

Classification: LCC HV9069 .B38 2017 | DDC 364.36—dc23 LC record available at https://lccn.loc.gov/2016038632

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https://lccn.loc.gov/2016038632

Brief Contents Preface Acknowledgments PART 1. UNDERSTANDING JUVENILE DELINQUENCY

CHAPTER 1: Thinking About Juvenile Delinquency in a Diverse Society CHAPTER 2: The Creation of Delinquency CHAPTER 3: Understanding Delinquency: Data, Correlates, and Trends

PART 2. THEORIES OF JUVENILE DELINQUENCY CHAPTER 4: Micro-Level Theories CHAPTER 5: Macro-Level Theories CHAPTER 6: Critical Theories

PART 3. THE SOCIAL CONTEXTS OF JUVENILE DELINQUENCY

CHAPTER 7: Families in Context CHAPTER 8: Schools in Context CHAPTER 9: Peers and Gangs in Context CHAPTER 10: Drugs in Context

PART 4. RESPONSES TO JUVENILE DELINQUENCY CHAPTER 11: Why a Separate Juvenile Justice System? CHAPTER 12: Policing and the Process of the Juvenile Court CHAPTER 13: Juvenile Corrections CHAPTER 14: Preventative, Rehabilitative, and Restorative Approaches to Delinquency

Glossary Notes Index About the Authors

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Contents Preface Acknowledgments PART 1. UNDERSTANDING JUVENILE DELINQUENCY,

Chapter 1. Thinking About Juvenile Delinquency in a Diverse Society,

Chapter Objectives, Chapter Pretest, Defining Juvenile Delinquency,

The Special Case of the Juvenile, The Definition of Delinquency, • On the Media: Live Streaming Delinquency and Crime,

Conceptions of Juvenile Delinquency, Normative Conception of Delinquency, Social Constructionist Conception of Delinquency, Critical Conception of Delinquency,

The Well-Being of Children, • A Focus on Research: Samuel Phillips Day’s “Juvenile Crime: Its Cause, Character, and Cure,” Economic Circumstances, Physical Environment and Safety, Education, The Cradle-to-Prison Pipeline,

The United States as a Place Where Race, Class, Gender, and Sexuality Are Important,

• From the Classroom to the Community: Center on Wrongful Convictions of Youth, Individual Versus Institutional Racism, Classism, and Sexism, • In the News: The Income Gap, The Intersectionality of Race, Class, and Gender,

The Sociological Imagination, Your Sociological Imagination Put to the Test: Five Vignettes,

The Juvenile Justice System and Diversity, Philosophy and Organization of the Book,

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Summary, Eye on Diversity Exercise: Social Construction and Media, Discussion Questions, Key Terms, Chapter Pretest Answers,

Chapter 2. The Creation of Delinquency, Chapter Objectives, Chapter Pretest, The Social Construction of Youth and Delinquency,

Ancient Times and the Middle Ages (776 BCE–1400 CE), The Colonial and Revolutionary Period (late 1400s– 1800), The “Child-Saving” Era, the Industrial Revolution, and the Creation of the Juvenile Court (1800s–early 1900s), • A Focus on Research: Chávez-García’s Intelligence Testing at Whittier State School, 1890–1920, Views of Youth and Delinquency in the Juvenile Court (1899–Present),

Popular Culture: A Target of Moral Panics About Delinquency,

• On the Media: Ahmed Mohamed and the Clock That Started a Panic, • On the Media: Award-Winning Perspectives on Juvenile Justice Issues, • From the Classroom to the Community: The Campaign for Youth Justice—“Because the Consequences Aren’t Minor,”

At the Crossroads: 21st-Century Social Constructions of Youth and Delinquency,

• In the News: The Deaths of Trayvon Martin, Michael Brown, and Tamir Rice,

Summary, Eye on Diversity Exercise: Delinquency and Dependence in 21st-Century Films, Discussion Questions, Key Terms, Chapter Pretest Answers,

Chapter 3. Understanding Delinquency: Data, Correlates, and

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Trends, Chapter Objectives, Chapter Pretest, How to Lie With Statistics,

What Goes Into a Good Statistic?, • From the Classroom to the Community: The Children’s Defense Fund,

Qualitative Versus Quantitative Data, How Do We Know What We Know? What Data Sources Do We Use to Map Trends?,

Data Sources for Correlates and Trends in Delinquency, • On the Media: Podcast: Improving Youth Programming: The Role of Research, • In the News: A Tyranny of Small Numbers, or Is YouTube the Start of the Next Australian Girls’ Violence Epidemic?,

Correlates of Delinquency, Age, Gender, Race and Ethnicity, Class, • A Focus on Research: Sampson’s “Immigration and Homicide Trends,”

The Nature of Delinquency as Measured by the UCR, General Trends in Delinquency,

Trends Measured by the UCR, Trends Measured by the NCVS, Self-Report Data: Monitoring the Future,

Trends in Delinquency for Gender, Official Trends From the UCR, Gender Trends in Illicit Drug Use From Self-Reports, Comparisons of Gender and Delinquency Between the UCR, the NCVS, and Self-Report Data: The Girls Study Group,

Trends in Delinquency for Race/Ethnicity, Official Trends From the UCR, Race and Ethnicity Trends in Illicit Drug Use From Self-Reports, Comparisons of Race/Ethnicity and Delinquency

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Between Official and Self-Report Data, Summary, Eye on Diversity Exercise: Juvenile Violent Crime Trend in City, Discussion Questions, Key Terms, Chapter Pretest Answers,

PART 2. THEORIES OF JUVENILE DELINQUENCY, Chapter 4. Micro-Level Theories,

Chapter Objectives, Chapter Pretest, Pre-Classical Ideas, Classical Theories, Biological, Psychological, and Biosocial Theories,

Early Biological Theories, Psychological Theories, • On the Media: The Viral Blog Post: I Am Adam Lanza’s Mother, Biosocial Theories,

Differential Association Theory, Differential Association Theory and Class, Gender, and Race,

Social Control Theory/Social Bonding Theory, Classical Social Control Theory, • In the News: The Flint Water Crisis, Life Course and Developmental Theories, • From the Classroom to the Community: Helping Kids Make Better Choices: Mujeres Organization, Social Control and Gender: The Example of Power- Control Theory, Techniques of Neutralization Model,

General Strain Theory, General Strain Theory and Race, General Strain Theory and Gender, • A Focus on Research: General Strain Theory and Delinquency: Extending a Popular Explanation to American Indian Youth,

Micro-Level Theories and Public Policy, Summary, Eye on Diversity: Antibullying Exercise Evaluating a

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School’s Program, Discussion Questions, Key Terms, Chapter Pretest Answers,

Chapter 5. Macro-Level Theories, Chapter Objectives, Chapter Pretest, Social Structural Theories of Delinquency, Anomie Theories,

Durkheim’s Anomie Theory, Merton’s Strain Theory, Differential Opportunity Theory, Subcultural Theory of Delinquency, • From the Classroom to the Community: The “I Have a Dream” Foundation, Anomie Theories of Delinquency and Race, Class, and Gender Intersections,

Social Disorganization Theory, Park and Burgess’s Social Disorganization Theory, Shaw and McKay’s Social Disorganization and Delinquency Theory, Frazier’s Ecological Analysis of Delinquency Among Black Youth, Sampson and Groves’s Model of Social Disorganization, Collective Efficacy Model, Social Disorganization Theories of Delinquency and Race, Class, and Gender Intersections, • In the News: Voices of Youth Dealing With Crime and Delinquency, • A Focus on Research: Huang, Ryan, and Rhoden’s “Foster Care, Geographic Neighborhood Change, and the Risk of Delinquency,”

Social Structural Theories and Public Policy, Anomie, Social Disorganization, • On the Media: The Interrupters,

Summary, Eye on Diversity Exercise: A Look at Sexuality, Homeless Youth, and Delinquency,

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Discussion Questions, Key Terms, Chapter Pretest Answers,

Chapter 6. Critical Theories, Chapter Objectives, Chapter Pretest, Critical Theories of Delinquency,

Labeling Theory, Origins of Labeling Theory, • In the News: Justice-Involved Youth, Development of Labeling Theory, Labeling, Self-Concept, and Gender, Labeling, Social Exclusion, Race, and Class, What About Positive Labeling?, Resistance to the Delinquent Label, • A Focus on Research: Holsinger and Hodge’s “The Experiences of Lesbian, Gay, Bisexual, and Transgender Girls in Juvenile Justice Systems,”

Conflict Theory: A Focus on Socioeconomic Class, The Origins of Conflict Theory, The Development of Conflict Theories of Crime, Conflict Theories of Delinquency, • On the Media: Online Analysis of Miscarriages of Youth Justice,

Feminist Theories: A Focus on Gender and Intersectionality,

• In the News: Teen Computer Hacker Arrested for Targeting U.S. Government Employees, The Origins of Feminist Theories, The Development of Feminist Theories of Crime and Delinquency, • From the Classroom to the Community: The Equity Project and Justice for LGBT Youth,

Critical Theories of Delinquency and Public Policy, Summary, Eye on Diversity Exercise: Are Critical Theories of Delinquency Being Put Into Action in Your Area?, Discussion Questions, Key Terms, Chapter Pretest Answers,

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PART 3. THE SOCIAL CONTEXTS OF JUVENILE DELINQUENCY,

Chapter 7. Families in Context, Chapter Objectives, Chapter Pretest, Family Today,

Trends in the Family—Marriage, Divorce, and Unmarried Birth Rates, Trends in Family Structure/Composition, • On the Media: Podcasts, Parenting, and the LGBTQ Community,

Family and Delinquency, Family Structure and Delinquency, Family Process, • From the Classroom to the Community: Parent Responsibility Laws: Should the Parent Be Held Responsible for Youth Behavior?,

Diversity and the Family, Gender, Family, and Delinquency, Intersections of Gender, Class, Family, and Delinquency, • In the News: Mothers’ Job Curb Urged in Drive on Delinquency, Intersections of Race, Gender, Class, Family, and Delinquency,

Child Maltreatment, Child Maltreatment and Delinquency,

Girls, Abuse, Running Away, and Delinquency, Parents in Prison,

• A Focus on Research: Rosario, Schrimshaw, and Hunter’s Homelessness Among Lesbian, Gay, and Bisexual Youth, The Impact of an Incarcerated Parent,

Foster Care and Foster Youth, Summary, Eye on Diversity Exercise: Parenting in Prison, Discussion Questions, Key Terms, Chapter Pretest Answers,

Chapter 8. Schools in Context,

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Chapter Objectives, Chapter Pretest, The Diverse School Experience,

Trends in Academic Achievement, International Comparisons,

The Budgeting of Education, School Failure, Dropping Out, and Delinquency,

School Failure, Dropping Out,

Disengagement and Delinquency, Crime and Delinquency in Schools,

Violence at School, • In the News: 9-Year-Old Tasered,

Bullying and Cyberbullying, • A Focus on Research: Leavy and Maloney’s American Reporting of School Violence and “People Like Us”: A Comparison of Newspaper Coverage of the Columbine and Red Lake School Shootings, Bullying, Cyberbullying, • On the Media: The New Trend: Cyberbullying Laws That Protect Teachers,

The Policy of Punishment in Schools: The School-to-Prison Pipeline,

• From the Classroom to the Community: The Dignity in Schools Campaign, Punishments in Schools: Corporal Punishment, Restraint, and Seclusion, Zero-Tolerance and Increased Social Control,

The School and Student Rights, Summary, Eye on Diversity Exercise: Examining School Data on Delinquency, Discussion Questions, Key Terms, Chapter Pretest Answers,

Chapter 9. Peers and Gangs in Context, Chapter Objectives, Chapter Pretest, Why Do Peers Matter to Delinquency?,

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Friendship and Delinquency: How Gender Matters, The Kid in the Corner: The Impact of a Lack of Friendships,

• A Focus on Research: Jones’s “‘It’s About Being a Survivor’ . . .African American Girls, Gender, and the Context of Inner City Violence,”

Conventional Adolescence or New Forms of Delinquency? The Use of Technology as a Means of Peer Interaction,

Sexting, • In the News: Snapchat Leads to Burglary Arrest, Documenting Delinquency Online,

Gangs and Delinquency, What Is a Youth Gang?, How Common Is Youth Gang Activity?, What Ethnic and Racial Groups Have Been Represented in Youth Gang Formation in the United States?, Why Do Youth Gangs Form, and Why Does Gang Violence Occur? A Focus on Social Class, Race, Sexuality, and Social Inequality, Girls in Gangs, Responses to Youth Gangs, • On the Media: Portrayals of Gay and Transgender Youth in Gangs, • From the Classroom to the Community: Homeboy Industries,

Summary, Eye on Diversity Exercise: Gangs and Technology, Discussion Questions, Key Terms, Chapter Pretest Answers,

Chapter 10. Drugs in Context, Chapter Objectives, Chapter Pretest, Reasons for and Societal Understandings of Drug Use, The Role of Legal Products in Youth Substance Use, Youth Substance Use Patterns Today,

Gender, Race, Ethnicity, and General Drug Use Patterns, • A Focus on Research: Kopak’s Drug Use Among

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Latino Youth: Two Popular Criminological Perspectives Infused With Latino Culture, Rates of Serious or Risky Youth Substance Use, The Repercussions of Serious Substance Use, • On the Media: Dope,

The Relationship of Substance Use to Delinquency, Gender, Race, Ethnicity, and Sexuality Factors, • From the Classroom to the Community: The Mind Body Awareness Project,

Responses to and Prevention of Youth Drug Use, Media Campaigns, Drug Abuse Resistance Education (D.A.R.E.), Drug Testing, Drug Courts, Drug Rehabilitation Programs, • In the News: The War on Drugs Is a War on Kids, Differing Policy Approaches: Drug Prohibition, Legalization, and Harm Reduction Strategies, Cultural Issues and Drug Prevention and Rehabilitation Programs,

Summary, Eye on Diversity Exercise: Finding Culturally Relevant Drug Prevention/Treatment Programs, Discussion Questions, Key Terms, Chapter Pretest Answers,

PART 4. RESPONSES TO JUVENILE DELINQUENCY, Chapter 11. Why a Separate Juvenile Justice System?,

Chapter Objectives, Chapter Pretest, What Is the Goal of the Juvenile Justice System?, Justifications for Punishment,

• From the Classroom to the Community: The Equal Justice Initiative,

Juvenile Justice and Specialized Terminology, Philosophical Shifts and the Legal Treatment of Juveniles,

The Due Process Revolution, The “Get Tough” Period: An Emphasis on Retribution, Incapacitation, and Deterrence, The Federal Response to the “Get Tough” Trend: The

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Juvenile Justice and Delinquency Prevention Act, Turning Tides? The 2000s and the Reassertion of Youth Differences, • In the News: Why So Many Hawaiian, Samoan, and Filipino Youth in the Justice System?, • On the Media: Oyez!—Online Resources on U.S. Supreme Court Juvenile Justice Cases,

The Future of Juvenile Justice, • A Focus on Research: Dobbs’s Beautiful Brains: Scientific Discoveries about Adolescent Brain Development,

Summary, Eye on Diversity Exercise: A Look Abroad: The Treatment of Juvenile Delinquency in Iran, Discussion Questions, Key Terms, Chapter Pretest Answers,

Chapter 12. Policing and the Process of the Juvenile Court, Chapter Objectives, Chapter Pretest, Police and Juveniles,

Roles of the Police, Police-Juvenile Interactions,

An Overview of the Juvenile Justice Process, Jurisdiction: Transfer to the Criminal Court or Remain in the Juvenile Court?, • In the News: Charging Juveniles as Adults Not Unusual: Law Requires Prosecutors to Charge Many Teens as Adults for Specific Set of Crimes, Diversion, Preadjudication Stage, • From the Classroom to the Community: The Juvenile Collateral Consequences Project, Adjudication Stage, • On the Media: Juvenile Injustice: The “Cradle to Prison Pipeline” Zine Series, Disposition Stage,

The Juvenile Justice Process and Race, Class, and Gender, Race/Ethnicity and Unequal Treatment, Gender and Unequal Treatment,

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Family Court, The Juvenile Dependency Process, Crossover Youth: From Dependency Court to the Juvenile Justice System, • A Focus on Research: Victory’s Structured Abuse: Life in a Group Home,

Summary, Eye on Diversity Exercise: Juvenile Intake Screening, Discussion Questions, Key Terms, Chapter Pretest Answers,

Chapter 13. Juvenile Corrections, Chapter Objectives, Chapter Pretest, Community Corrections,

Probation, Restitution, Home Confinement: Electronic Monitoring, Foster Homes/Group Homes/Halfway Houses,

Institutional Corrections, Detention Facilities: Preadjudication, • On the Media: They Call Us Monsters, Juvenile Correctional Institutions: Postadjudication, Boot Camps, • In the News: Hemorrhaging Florida Teen Dies in Custody Because Guards Think He Is Faking, Private Institutions, Jail/Prison, Reentry, • From the Classroom to the Community: The Juvenile Justice Information Exchange: Stop Solitary for Kids: A National Campaign for Change,

Corrections and Gender, Race, Undocumented Youth, and LGBTQ Intersections,

Corrections and Gender, Corrections and Race, Corrections and Undocumented Youth, Corrections and LGBTQ Youth, • A Focus on Research: Sharma’s Contesting Institutional Discourse to Create New Possibilities for

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Understanding Lived Experience: Life Stories of Young Women in Detention, Rehabilitation, and Education,

Summary, Eye on Diversity Exercise: A Look at Juvenile Institutions and Policies, Discussion Questions, Key Terms, Chapter Pretest Answers,

Chapter 14. Preventative, Rehabilitative, and Restorative Approaches to Delinquency,

Chapter Objectives, Chapter Pretest, Prevention,

• In the News: Attorney Dismisses Injunction Against Two Oakland Gangs, Screening and Early Intervention, Nurse-Family Partnerships, Early Education, School- or Community-Based Education and Skill- Based Programs, After-School Programs, Mentoring Programs,

Rehabilitation, Therapeutic Approaches, Prevention and Rehabilitation: Race, Ethnicity, Gender, and LGBT Intersections, • A Focus on Research: Salisbury, Dabney, and Russell’s Diverting Victims of Commercial Sexual Exploitation From Juvenile Detention,

Restorative Justice Approaches, • On the Media: Online Tools to Expunge Juvenile Records, Victim-Offender Mediation, Family Group Conferencing, Restorative Justice Circles, Restorative Justice and Institutional Change, Juvenile Restorative Justice, and Race, Ethnicity, Class, and Gender Intersections,

A Comprehensive Approach: The Models for Change

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Program, Models for Change, • From the Classroom to the Community: The Community Youth Center and Support Services for Asian and Pacific Islander Youth,

The Future of Prevention, Rehabilitation, and Restorative Justice Approaches to Delinquency, Summary, Eye on Diversity Exercise: Global Approaches to Delinquency, Discussion Questions, Key Terms, Chapter Pretest Answers,

Glossary, Notes, Index, About the Authors,

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Preface

My husband and I joke a lot about our sons. One of our sons is easily influenced by the threat of punishment. He will pretty much do anything to not receive a time-out. He is our gentle giant. Our other son is unconcerned by punishment, and we refer to him as our mafia don. I have a sneaking suspicion we may be bailing him out of juvie one day. Or he will become the next Zen Master—it could go either way. I love to watch these two kids and wonder what their futures will hold. Will they be into theater? And sports? Will they love school, like I did? Or rather spend all day outside talking each other into jumping off the roof of the house like my husband and his brother did? Will we hit a rough patch where they won’t want to talk to us? Will they come out the other side of their teenage years happy and healthy, with a strong dose of empathy for their fellow citizens?

One of the things I wonder most about my kids is whether they will engage in delinquency—or actually, more to the point, whether they will be caught and end up in the juvenile justice system. As you will see (and as you know, if you have ever been a teenager), almost everyone engages in some form of juvenile delinquency, or status offense, or ends up being a victim of it. The reasons for this are many, but two of the largest are that, first, the term juvenile delinquency (in addition to status offense) covers such a large array of behaviors and, second, we are constantly redefining behaviors that in the past were not considered delinquency and making them so. As the mother of two amazing boys, this scares the heck out of me and at the same time makes me certain that the study of juvenile delinquency and our societal responses to it is one of the most important academic endeavors a sociologist, a criminologist, or you, an undergraduate student, faces. I have taught juvenile delinquency for almost two decades. I never tire of the opportunity to explore this topic with undergraduates, but I have always wished that there were a text more dedicated to diversity that made central discussions of race, class, gender, and sexuality issues (or, in many instances, an acknowledgment of the lack of research in these areas). Enter my colleague and friend, Richelle Swan.

The two of us wrote this book. And throughout the text you will see examples and stories that come from our lives and scenarios based on the

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lives of others. At times, we have written these in the first person—some are from Kristin, some from Richelle—but all illustrate the importance of a critical understanding of juvenile delinquency in a diverse society. So why did we write this book? While teaching juvenile delinquency we have observed several things: (1) Most books take a mainstream approach to juvenile delinquency and fail to emphasize the social diversity that explains varying experiences and behavior; (2) many students have never been introduced to a systematic critical approach to evaluating social behavior and social institutions such as juvenile delinquency and the juvenile justice system; (3) students learn more from real-world examples (of both delinquency and public policy) than they do from purely theoretical discussions; and (4) after taking a juvenile delinquency course, students are often more inspired to “do more” or “get involved” than they are at the end of almost any other course in the area of criminology.

This textbook is written from a critical perspective. It offers several innovative features that set it apart from other textbooks on the market. First, it offers a systematic critical understanding of juvenile delinquency, focusing on issues of race, class, and gender. Second, it substantively links theories of delinquency, not only to existing public policies but to existing community programs that focus on a critical response to juvenile delinquency and social control. And, finally, it guides you, the student, to explore the diversity in your own community and what this means for juvenile delinquency and social control where you live.

What’s New? Preparing a new edition of a book is both a rewarding and scary prospect. Rewarding because it suggests that the previous editions have been well- received and students and colleagues see some merit in the book. However, if the previous editions have been well-received, it is scary to change what we and others have grown to love. We wish to emphasize again how great the reviewers of our earlier efforts were. They helped guide several new substantive directions and also helped us maintain the philosophy and heart of the book as one that explores juvenile delinquency in a diverse society:

We reorganized each chapter to remove the spotlight boxes and, where appropriate, incorporate this information into the body of the text.

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This allowed us to add a new textbox, On the Media, to each chapter that explores the impact of social media and new technologies on our understanding of juvenile delinquency. Throughout the book, we updated the research and, where possible, included more extensive discussions of LGBTQ youth, American Indian youth, and Asian and Pacific Islander youth. We also added tables in the theory chapters of the book (Chapters 4, 5, and 6) that summarize the theories’ main points. In Chapter 1, we added a new section on the juvenile justice system and diversity to introduce the topics that are found in the last four chapters of the book. In Chapter 2, we expanded the discussion of media panics about delinquency to include more on gaming and delinquency and the Internet and delinquency. In Chapter 3, we updated all the tables and figures to include the new trends that have developed in official and self-reported data on juvenile delinquency. In Chapter 4, we included extensive discussions of pre-classical, classical, biological, biosocial, and psychological theories. In addition, we offer a current example of the Flint, Michigan water crisis in the context of these theories. In Chapter 5, we updated the research on macro-structural theories and added an analysis of social disorganization and mass incarceration. In Chapter 6, we added consideration of gendered pathways theory. In Chapter 7, we added a new section on foster care and foster youth. In Chapter 8, we added a section on the school and student rights with a discussion of Supreme Court cases. In Chapter 9, we significantly expanded the section on the use of technology as a means of peer interaction and updated the discussion of sexting. In Chapter 10, we incorporated information about family drug use and significantly updated data related to the use of legal products and youth substance use patterns. We also added an expanded analysis of the war on drugs and an analysis of the effects of marijuana legalization on youth. In Chapter 11, we added the most recent decisions on juvenile justice by the U.S. Supreme Court and updated the section on the future of juvenile justice. In Chapter 12, we included an extensive discussion of the police and

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juveniles. In Chapter 13, we added to the discussion of life without parole and solitary confinement for juveniles. In Chapter 14, we revised the prevention section to have stronger emphasis on the structural factors needed for effective delinquency prevention, added a consideration of diverting victims of sexual exploitation from detention, and added a new section on restorative justice and LGBT youth. Finally, we created pretests with answers for each chapter.

Special Tools for Learning Our goals are made evident in each chapter and throughout the text through a variety of specific learning features:

Juvenile Delinquency Vignette: Each chapter opens with a vignette that illustrates the concepts of the chapter from a diverse or critical perspective. These vignettes are used throughout the chapters to illustrate chapter concepts. In the News: One of the most successful parts of our juvenile delinquency courses is making the concepts of juvenile delinquency come alive to students by linking them to current events. Each chapter offers an example of a current event (in box format) that links a main concept from that chapter to a “real world” example. From the Classroom to the Community: This box will focus on how social science can influence/shape public policy and community experiences. We highlight examples of collaborative learning and community action and/or specific public policies addressing juveniles and juvenile delinquency. A Focus on Research: Each chapter highlights an influential piece of research that focuses on the experiences of a diverse population with juvenile delinquency and/or social control. For example, we focus on research on foster children, runaways, LGBTQ youth, youth of color, poor youth, and girls (among other diverse populations). On the Media: Each chapter will include a consideration of how different forms of traditional or social media are used to convey ideas about delinquency or to publicize acts of delinquency. Eye on Diversity Exercise: While each chapter will have woven throughout its main text a sociological discussion of the relationship

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between a diverse society and juvenile delinquency, each chapter will also end with a very specific class exercise or service learning example that can be used as either a starting point for class discussion or a class activity/assignment. Discussion Questions: Each chapter additionally has a set of thought- provoking questions that can be used as the basis of in-class or online discussions. These questions draw upon material from the entire chapter and serve as good review tools. Chapter Pretest: Each chapter starts with a True/False pretest that allows students to test their knowledge before reading the chapter, to help address misconceptions up front. The answers are found at the end of the chapter.

Digital Resources SAGE edge offers a robust online environment featuring an impressive array of tools and resources for review, study, and further exploration, keeping both instructors and students on the cutting edge of teaching and learning. SAGE edge content is open access and available on demand. Learning and teaching has never been easier!

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Instructor Teaching Site SAGE edge for Instructors supports teaching by making it easy to integrate quality content and create a rich learning environment for students.

These resources include an extensive test bank, chapter-specific PowerPoint presentations, lecture notes, sample syllabi for semester and quarter courses, SAGE journal articles with accompanying review questions, video links, and web resources.

Student Study Site SAGE edge for Students provides a personalized approach to help students accomplish their coursework goals in an easy-to-use learning

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http://edge.sagepub.com/bates2e

environment.

This site includes mobile-friendly eFlashcards and web quizzes, SAGE journal articles with accompanying review questions, video links, and web resources.

In the end, what we wanted to write was a text that sparks your critical sociological imaginations; that helps you understand our diverse society and the connections between individual experiences, social institutions, and power; and that helps you see there are important questions (and continuing questions) about how we define and how we respond to juvenile delinquency. But, most importantly, we hope this text inspires you to wonder about the future of the children around you and inspires you to act for those children. As you will see, there is a lot to do.