Alison S. Burke

Status Offenders in the Juvenile Court The Effects of Gender, Race, and Ethnicity on the Adjudication Decision

Prior research has suggested that female status offenders are often treated more harshly than male status offenders in juvenile court processing. This finding is often explained by the traditional role perspective which suggests that the juvenile court is attempting to protect the sexuality of girls. In addition, there is theoretical and empirical evidence that the effect of gender may vary by race/ethnicity. This study examines the joint effects of gender and race/ethnicity in the adjudication of status offenders. The findings suggests that Native American boys are the most likely to be adjudicated followed by Black girls and Hispanic girls. Examination of the treatment of girls separately found that White females were the least likely to be adjudicated and Hispanic girls were significantly more likely than White girls to be adjudicated. For males, Native Americans, followed by Hispanic males, were the most likely to be adjudicated. Implications of the results are further discussed.

Service learning and criminal justice: an exploratory study of student perceptions

In recent years, more university programs have been encompassing service learning components to augment their academic studies. Service learning engages students in activities that meet community needs. The students acquire a deeper understanding of course content, requirements within the discipline, and civic responsibilities. This paper will explore the attitudes and perceptions that Criminal Justice students have toward service learning. A sample of 54 undergraduate students from a liberal arts university in the Pacific Northwest were asked to reflect on their service learning classes, out of class activities, and discuss any barriers that made service learning classes more difficult. The results indicate that while students found service learning experiences beneficial to their undergraduate education, the barriers of time, money, and family obligations prevent many students from participating. Educators can utilize this insight when deciding if and when to utilize service learning in their courses.

Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class:

“Flipped” or inverted classrooms are designed to utilize class time for application and knowledge building, while course content is delivered through the use of online lectures and watched at home on the students’ time. It is believed that flipped classrooms promote student engagement and a deeper understanding of the class material. The purpose of this study is to compare self-reported student engagement in three separate course modalities: traditional face-to-face lecture class, flipped class, and an online class. It is hypothesized that the flipped class will report higher levels of student engagement because of the nature of the active learning environment.

Adjudication Decisions of Black, White, Hispanic, and Native American Youth in Juvenile Court

The current study examines the likelihood of adjudication for White, Black, Hispanic, and Native American juveniles in an urban county in Arizona. The study utilized the focal concerns perspective as the theoretical framework to explain racial and ethnical differences. The findings indicate that Hispanic and Native American youths had greater odds of adjudication than White youths. When examining race or ethnic and gender relationships, White girls were found to be the least likely of all the groups to be adjudicated. Girls in the other groups (Black, Hispanic, and Native American) did not have significantly different odds of adjudication than their male counterparts. Split models also revealed that legal variables and committing a drug offense had a significantly different effect for Hispanic and Native American youths than for White youths. The results and implications are further discussed.

Under construction: Brain formation, culpability, and the criminal justice system

Should adolescents be held as culpable for their behavior as adults? Adolescence is a tumultuous time, full of change and transformation. This paper examines the development of brain functions and cognitive capabilities of teenagers. It explores the effect of alcohol use on brain development and the fundamental cognitive differences between adolescents and adults. This knowledge, coupled with the assessment of developmental perspective, suggests that the adultification of youth (or waiver to adult court) is unduly harsh for youth whose brains have not fully formed.