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Author: Jarjoura, G. Roger

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1.	Jarjoura, G. Roger
1.	Does Dropping Out of School Enhance Delinquent Involvement? Results from a Large-Scale National Probability Sample Criminology 31,2 (May 1993): 149-172. Also: http://onlinelibrary.wiley.com/doi/10.1111/j.1745-9125.1993.tb01126.x/abstract Cohort(s): NLSY79 Publisher: Sage Publications Keyword(s): Delinquency/Gang Activity; Dropouts; Schooling Permission to reprint the abstract has not been received from the publisher. This study seeks to improve on previous research on the relationship between dropping out of school and later involvement in delinquency. Using data from the first two waves of the National Longitudinal Survey of Youth, the analysis addresses two problems with prior studies in this area: (I) By controlling for many variables that may account for observed dropout-delinquency associations, it is possible to explore the possibility that the relationship may be spurious (2) By examining the effects of different reasons for dropping out, the study avoids the assumption that dropouts are a homogeneous group. Results indicate that the effect of dropping out of school on later offending is more complicated than previous research leads one to believe. In addition, dropping out does not always enhance the likelihood of a person's later delinquent involvement.
	Bibliography Citation Jarjoura, G. Roger. "Does Dropping Out of School Enhance Delinquent Involvement? Results from a Large-Scale National Probability Sample." Criminology 31,2 (May 1993): 149-172.

2.	Jarjoura, G. Roger
2.	School Status, Employment Status, and Criminal Activity in a Large-Scale National Probability Sample Ph.D. Dissertation, University of Maryland, 1990 Cohort(s): NLSY79 Publisher: UMI - University Microfilms, Bell and Howell Information and Learning Keyword(s): Delinquency/Gang Activity; Drug Use; Employment; Employment, Youth; High School Dropouts; Illegal Activities; Labor Force Participation; Self-Reporting Using a major longitudinal survey, the analysis examines the association between dropping out of high school and later involvement in crime while controlling for preceding factors as well as postschool experiences. The primary contribution of the study is the degree of specificity with which it examines the dropout-delinquency relationship. There are several ways in which this study achieves greater specificity over previous research. First, the population of dropouts is divided into subgroups based on self-reported reasons for leaving school. This should provide information about the characteristics of dropping out which may lead to delinquent involvement. Little is known about these characteristics from previous research in this area. Second, rather than a general measure of delinquent participation, the dependent variable in this study will consist of three measures which indicate participation in specific categories of offending: violence, theft, and selling drugs. Finally, the analysis controls for potential alternative explanations of the dropout-delinquency relationship. This includes experiences prior to as well as after dropping out. Special attention is paid to the role of postschool labor market experiences. The data used in the study comprise the first two waves of the NLSY. Cases were left out of the analysis if the youth was in the military or still in high school. Overall, the results support the position that dropping out of high school does not increase the likelihood of criminality, although for a few groups of dropouts, this conclusion may be premature. Most importantly, the study provides evidence to support the position that the observed dropout-delinquency relationship is largely due to other factors which have been neglected as control variables in previous studies. Primarily, these other factors include measures of prior misconduct and demographic characteristics.
	Bibliography Citation Jarjoura, G. Roger. School Status, Employment Status, and Criminal Activity in a Large-Scale National Probability Sample. Ph.D. Dissertation, University of Maryland, 1990.

3.	Jarjoura, G. Roger
3.	The Conditional Effect of Social Class on the Dropout- Delinquency Relationship Journal of Research in Crime and Delinquency 33,2 (May 1996): 232-255. Also: http://jrc.sagepub.com/content/33/2/232.full.pdf+html Cohort(s): NLSY79 Publisher: Sage Publications Keyword(s): Control; Delinquency/Gang Activity; Dropouts; High School Dropouts; Social Environment; Social Roles Permission to reprint the abstract has not been received from the publisher. Data from the 1979/80 waves of the National Longitudinal Survey of Youth (initial N = 12,686 respondents) are drawn on to test the proposition that middle-class dropouts are more likely to engage in delinquency as a result of dropping out than lower-class dropouts. Social control & strain theory explanations for the observed dropout-delinquency relationships are evaluated. Results support the hypothesis, & indicate that support for strain theory or social control theory is dependent on the reasons for dropping out of school. Implications for intervention are discussed. 6 Tables, 1 Appendix, 28 References. Adapted from the source document. (Copyright 1997, Sociological Abstracts, Inc., all rights reserved.)
	Bibliography Citation Jarjoura, G. Roger. "The Conditional Effect of Social Class on the Dropout- Delinquency Relationship." Journal of Research in Crime and Delinquency 33,2 (May 1996): 232-255.

4.	Jarjoura, G. Roger Triplett, Ruth Brinker, Gregory P.
4.	Growing Up Poor: Examining the Link between Persistent Childhood Poverty and Delinquency Journal of Quantitative Criminology, 18, 2, (June 2002): 159-187. Also: http://www.springerlink.com/content/lxnf3lbuwk7brj1p/fulltext.pdf Cohort(s): Children of the NLSY79 Publisher: Kluwer Academic Publishers Keyword(s): Child Self-Administered Supplement (CSAS); Delinquency/Gang Activity; Fathers, Presence; Home Observation for Measurement of Environment (HOME); Parent Supervision/Monitoring; Peers/Peer influence/Peer relations; Poverty Permission to reprint the abstract has not been received from the publisher. Findings from aggregate-level and ethnographic research suggest that poverty and delinquency are related. The inability of individual-level quantitative research to demonstrate consistent evidence of this relationship, however, has been used to call into question whether poverty is indeed related to an increased propensity for delinquent involvement. This may be due to the difficulty individual-level analyses have in identifying the group most important in uncovering the relationship of poverty to delinquency—those individuals that experience persistent childhood poverty. This paper provides an assessment of the effects of both the level of exposure to poverty and its timing on delinquent involvement using fourteen years of longitudinal data for a national sample of younger adolescents. Findings indicate that exposure to poverty and the timing of such exposure are indeed related to an increased likelihood of involvement in delinquency.
	Bibliography Citation Jarjoura, G. Roger, Ruth Triplett and Gregory P. Brinker. "Growing Up Poor: Examining the Link between Persistent Childhood Poverty and Delinquency." Journal of Quantitative Criminology, 18, 2, (June 2002): 159-187.

5.	Triplett, Ruth Jarjoura, G. Roger
5.	Specifying the Gender-Class-Delinquency Relationship: Exploring the Effects of Educational Expectations Sociological Perspectives 40,2 (Summer 1997): 287-316. Also: http://www.jstor.org/stable/1389526 Cohort(s): NLSY79 Publisher: University of California Press Keyword(s): Crime; Delinquency/Gang Activity; Educational Aspirations/Expectations; Educational Attainment; Gender Differences; Social Roles Explores the role of educational expectation, as shaped by both class and gender, in delinquency, drawing on data from a sample of 4,587 respondents, ages 14-18, from two waves of the National Longitudinal Survey of Youth. Three issues are focal: (1) Is social class significantly related to female, as well as male, delinquency? (2) Does social class shape educational expectations and do they, in turn, enhance the likelihood of delinquent involvement? (3) Are there gender differences in the ways that social class conditions educational expectations? Findings suggest that gender and class are both important factors shaping educaitonal expectations and through them, delinquency.
	Bibliography Citation Triplett, Ruth and G. Roger Jarjoura. "Specifying the Gender-Class-Delinquency Relationship: Exploring the Effects of Educational Expectations." Sociological Perspectives 40,2 (Summer 1997): 287-316.

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