Chapter 6: Delinquency Risks and Disproportionate Impact

Test Bank

Multiple Choice

1. Experiences, traits, or issues that make an outcome more likely are referred to as ______.

A. aggravating factors

B. mitigating factors

C. risk factors

D. experimental factors

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Factors That Influence Delinquency

Difficulty Level: Easy

2. Which of the following refers to characteristics that either cannot be changed or are difficult to change.

A. asymmetrical risk factors

B. dynamic risk factors

C. static risk factors

D. immutable risk factors

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Factors That Influence Delinquency

Difficulty Level: Easy

3. Which of the following is an example of a dynamic risk factor?

A. school connectedness

B. race

C. sex

D. socioeconomic status

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Factors That Influence Delinquency

Difficulty Level: Easy

4. Which of the following are experiences that decrease the likelihood of harmful outcomes, such as involvement with the juvenile court?

A. absolutive factors

B. insulation factors

C. protective factors

D. safety factors

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Factors That Influence Delinquency

Difficulty Level: Easy

5. More than 20% of children grow up ______.

A. without adequate healthcare

B. without a father figure

C. living in poverty

D. living in unsafe environments

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Poverty-Related Risk Factor

Difficulty Level: Medium

6. States in the ______ have the highest proportion of the nation’s poor children (about 42%).

A. north

B. south

C. west

D. east

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Poverty-Related Risk Factor

Difficulty Level: Easy

7. ______ have the greatest likelihood of growing up poor.

A. Hispanic children

B. White children

C. Black children

D. Native American children

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Poverty-Related Risk Factor

Difficulty Level: Easy

8. ______ are disproportionately more likely to be offered kincare placements.

A. Black families

B. Hispanic families

C. Native American families

D. White families

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Maltreatment/Trauma-Related Risk Factor

Difficulty Level: Easy

9. The ______ the onset of behavior difficulties, the greater chance there is for adolescent delinquency.

A. earlier

B. varied

C. later

D. more recent

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Individual-Related Delinquency Risk Factors

Difficulty Level: Easy

10. Which of the following types of students are disproportionately involved in school disciplinary protocols?

A. children living in middle-class homes

B. White children

C. children who change schools often

D. adoptive children

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Maltreatment/Trauma-Related Risk Factor

Difficulty Level: Medium

11. It is twice as likely that a Black or non-Hispanic Indian child, compared to a White child, will ______.

A. be placed in foster care

B. dropout of school

C. expelled from school

D. grow up in substandard housing

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Maltreatment/Trauma-Related Risk Factor

Difficulty Level: Medium

12. Compared to White children, minority children experience foster care placements that are typically ______ months longer.

A. 3

B. 6

C. 9

D. 12

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Maltreatment/Trauma-Related Risk Factor

Difficulty Level: Hard

13. Based on ______, the Howell model combines developmental theory and interactional theory of risk and protective factors across stages within the ecological/psychosocial framework.

A. cross-sectional studies

B. detailed case studies

C. longitudinal studies

D. unilateral studies

Learning Objective: 6-2: Identify the countervailing protective factors that impede young people from juvenile justice involvement outcomes.

Cognitive Domain: Knowledge

Answer Location: Protective Factors

Difficulty Level: Hard

14. Which of the following is a school-related factor of delinquency?

A. bullying

B. mental health

C. maltreatment

D. peers

Learning Objective: 6-3: Understand the differences and commonalities across delinquency and school discipline risk factors.

Cognitive Domain: Knowledge

Answer Location: Protective Factors

Difficulty Level: Easy

15. Two thirds of Black children born between 1985 and 2000 were raised in neighborhoods with ______.

A. high poverty rates

B. low divorce rates

C. misaligned infrastructures

D. too few schools

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Poverty-Related Risk Factor

Difficulty Level: Hard

16. More than two-thirds of minority children born into poverty will be ______.

A. institutionalized

B. persistently poor

C. raised by a single mother

D. separated from both parents

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Poverty-Related Risk Factor

Difficulty Level: Hard

17. Some youths experience the effects of numerous risk factors at the same time, referred to as ______.

A. comorbidity

B. conjunction

C. synchronicity

D. simultaneity

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Protective Factors

Difficulty Level: Hard

18. When children’s protective services utilize a ______ they place the child with family members outside the immediate family (e.g., grandmothers).

A. kincare placements

B. sustainable placements

C. foster placements

D. transitional placements

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Maltreatment/Trauma-Related Risk Factor

Difficulty Level: Hard

19. Delinquency risk factors during early childhood include a difficult temperament, impulsive behavior, aggressiveness, and a(n) ______.

A. early interest in sex

B. inattentive personality

C. poor peer group

D. truancy problem

Learning Objective: 6-3: Understand the differences and commonalities across delinquency and school discipline risk factors.

Cognitive Domain: Knowledge

Answer Location: Individual-Related Delinquency Risk Factors: Children

Difficulty Level: Hard

20. For adolescents, the same risk factors related to ______ are also related to delinquency.

A. academic performance

B. poor peer relations

C. special education disabilities

D. tramatization

Learning Objective: 6-3: Understand the differences and commonalities across delinquency and school discipline risk factors.

Cognitive Domain: Knowledge

Answer Location: Individual-Related Delinquency Risk Factors: Adolescents

Difficulty Level: Hard

21. The cumulative impact of maltreatment, in addition to other risks associated with maltreatment, such as substance abuse and school difficulties, may have a greater negative effect on ______.

A. young children

B. adolescents

C. male children

D. female adolescents

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Individual-Related Delinquency Risk Factors: Adolescents

Difficulty Level: Medium

22. For adolescents, one of the strongest family-related risk factors is ______.

A. poor school performance

B. intrafamilial violence

C. lack of a peer network

D. sexual dysfunction

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Family-Related Risk Factors: Adolescents

Difficulty Level: Hard

23. During ______, children’s focus shifts from parents or guardians to peers.

A. early childhood

B. later childhood

C. adolescence

D. early adulthood

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Peer-Related Risk Factors

Difficulty Level: Easy

24. The term ______ refers to the ability of youth to adapt and thrive in spite of difficulties encountered.

A. adaptability

B. flexivity

C. persistency

D. resiliency

Learning Objective: 6-2: Identify the countervailing protective factors that impede young people from juvenile justice involvement outcomes.

Cognitive Domain: Knowledge

Answer Location: Resiliency

Difficulty Level: Easy

25. Schools with a greater proportion of ______ students have increased zero tolerance policies and use harsher discipline, compared to diversion or in-school discipline measures.

A. poor

B. black

C. immigrant

D. underachieving

Learning Objective: 6-5: Recognize the young people who are disproportionately impacted by school exclusions policies and involvement with the juvenile courts.

Cognitive Domain: Knowledge

Answer Location: Impoverished Children and Adolescents

Difficulty Level: Medium

26. In strict discipline-focused school environments, the chance for exclusion is greatest for ______ students.

A. poor White male

B. poor Black male

C. poor Hispanic male

D. poor Native American male

Learning Objective: 6-5: Recognize the young people who are disproportionately impacted by school exclusions policies and involvement with the juvenile courts.

Cognitive Domain: Knowledge

Answer Location: Impoverished Children and Adolescents: Schools

Difficulty Level: Medium

27. Part of the explanation for higher delinquency risks in unstable communities is that poorer and more unstable neighborhoods have weaker ______.

A. community bounds

B. group efficacy

C. social controls

D. social support networks

Learning Objective: 6-6: Explain why some young people are disproportionately involved with the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Juvenile Justice

Difficulty Level: Medium

28. The vast majority of incarcerated youth, who are minorities, are ______.

A. Asian

B. Black

C. Hispanic

D. Native American

Learning Objective: 6-6: Explain why some young people are disproportionately involved with the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Juvenile Justice

Difficulty Level: Medium

29. The most likely students to be diagnosed with learning disabilities are ______.

A. students of color

B. white students

C. LGBT students

D. middle-class students

Learning Objective: 6-6: Explain why some young people are disproportionately involved with the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Juvenile Justice Institutions

Difficulty Level: Easy

30. Almost half of all incarcerated youthful offenders with special education disabilities have been identified with a(n) ______.

A. emotional disturbance

B. impoverished childhood

C. lengthy history of delinquency

D. unstable home life

Learning Objective: 6-6: Explain why some young people are disproportionately involved with the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Juvenile Justice Insitutions

Difficulty Level: Medium

31. ______ adolescents are nearly 3 times more likely to report being a victim of childhood physical or sexual abuse than other adolescents.

A. Employed

B. LGBT

C. Poor

D. Minority

Learning Objective: 6-3: Understand the differences and commonalities across delinquency and school discipline risk factors.

Cognitive Domain: Knowledge

Answer Location: Lesbian, Gay, Bisexual, and Transgender Students

Difficulty Level: Easy

32. Up to 40% of ______ adolescents are LGBT.

A. bullied

B. Black

C. homeless

D. poor

Learning Objective: 6-3: Understand the differences and commonalities across delinquency and school discipline risk factors.

Cognitive Domain: Knowledge

Answer Location: Lesbian, Gay, Bisexual, and Transgender Students

Difficulty Level: Easy

33. The majority of youthful offenders are arrested for ______ offenses.

A. minor

B. serious

C. violent

D. property

Learning Objective: 6-6: Explain why some young people are disproportionately involved with the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Inherent Bias and Targeting

Difficulty Level: Easy

34. Upwards of 50% of girls in the California juvenile system are ______.

A. aggressive offenders

B. Black

C. LGBT

D. undocumented immigrants

Learning Objective: 6-6: Explain why some young people are disproportionately involved with the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Lesbian, Gay, Bisexual, and Transgender Students

Difficulty Level: Easy

35. Many schools are ______ by class and race.

A. integrated

B. diversified

C. unified

D. segregated

Learning Objective: 6-6: Explain why some young people are disproportionately involved with the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Segregation by Race and Class

Difficulty Level: Easy

36. ______ that affect the likelihood of school discipline or juvenile justice system involvement are difficult to identify and measure.

A. Aggravating factors

B. Mitigating factors

C. Protective factors

D. Risk factors

Learning Objective: 6-2: Identify the countervailing protective factors that impede young people from juvenile justice involvement outcomes.

Cognitive Domain: Knowledge

Answer Location: Factors That Influence Delinquency

Difficulty Level: Easy

37. Although Blacks and Hispanic youth represent one third of this country’s adolescent population, they account for more than two thirds of ______ youth.

A. arrested

B. detained

C. incarcerated

D. waived

Learning Objective: 6-6: Explain why some young people are disproportionately involved with the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Juvenile Justice Institutions

Difficulty Level: Hard

38. ______ youth are referred to the juvenile courts for delinquency at a rate 140% greater than White youthful offenders.

A. Asian

B. Black

C. Hispanic

D. Native American

Learning Objective: 6-6: Explain why some young people are disproportionately involved with the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Juvenile Justice Institutions

Difficulty Level: Hard

39. The safest environment for children and teens is a(n) ______, which build relationships and trust.

A. athletic team

B. family

C. peer network

D. school

Learning Objective: 6-6: Explain why some young people are disproportionately involved with the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Impoverished Children and Adolescents: Schools

Difficulty Level: Hard

40. LGBT stands for lesbian, gay, bisexual, and ______.

A. trying

B. transitional

C. transgender

D. trysting

Learning Objective: 6-6: Explain why some young people are disproportionately involved with the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Disproportionate Impact

Difficulty Level: Easy

True/False

1. Whenever we find that two variables are related, we call that relationship a causal relationship.

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Factors That Influence Delinquency

Difficulty Level: Medium

2. Establishing a causal relationship requires use of a rigorous experimental design.

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Factors That Influence Delinquency

Difficulty Level: Medium

3. Counter to expectations, poverty has very little impact on children’s educational outcomes.

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Poverty-Related Risk Factor

Difficulty Level: Medium

4. The greater involvement of poor families with children’s protective services can be explained by the difference in the number of abuse and neglect incidents by social class.

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Maltreatment/Trauma-Related Risk Factor

Difficulty Level: Medium

5. Young people typically experience increased risk of involvement with delinquent behaviors and the juvenile courts as a result of a single risk factor.

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Delinquency Risk Factors

Difficulty Level: Medium

6. Students with special education disabilities are at a reduced risk for delinquency adjudication, detention, and incarceration.

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Knowledge

Answer Location: Adolescents

Difficulty Level: Medium

7. Protective factors for delinquent activities and formal juvenile court involvement have been more widely researched than risk factors.

Learning Objective: 6-2: Identify the countervailing protective factors that impede young people from juvenile justice involvement outcomes.

Cognitive Domain: Knowledge

Answer Location: Protective Factors

Difficulty Level: Easy

8. Adolescents of color are overrepresented at each of the decision-making points within the juvenile justice system.

Learning Objective: 6-6: Explain why some young people are disproportionately involved with the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Juvenile Justice

Difficulty Level: Medium

9. The connection across child maltreatment, school performance and exclusion, and juvenile delinquency is an underinvestigated relationship.

Learning Objective: 6-6: Explain why some young people are disproportionately involved with the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Juvenile Justice

Difficulty Level: Medium

10. Students who identify as LGBT have been found to be at reduced risk for involvement in school discipline, delinquent activities, and the juvenile courts.

Learning Objective: 6-3: Understand the differences and commonalities across delinquency and school discipline risk factors.

Cognitive Domain: Knowledge

Answer Location: Lesbian, Gay, Bisexual, and Transgender Students

Difficulty Level: Easy

11. Most individuals have stereotypes that may unknowingly affect their perceptions of others.

Learning Objective: 6-6: Explain why some young people are disproportionately involved with the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Inherent Bias and Typing

Difficulty Level: Easy

12. Most studies find that the students who are disproportionately involved with school discipline and the juvenile courts do not misbehave more than other students.

Learning Objective: 6-6: Explain why some young people are disproportionately involved with the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Inherent Bias and Targeting

Difficulty Level: Medium

13. Emerging evidence suggests that LGBT adolescents are twice as likely to be arrested and detained for status and other nonviolent offenses.

Learning Objective: 6-6: Explain why some young people are disproportionately involved with the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Inherent Bias and Targeting

Difficulty Level: Medium

14. In the majority of instances, it is a single experience or risk factor that leads to students’ involvement in the juvenile court system.

Learning Objective: 6-6: Explain why some young people are disproportionately involved with the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Comorbid Difficulties

Difficulty Level: Medium

15. Since 1975, Black students have been suspended from school at 2–3 times the rates of White students.

Learning Objective: 6-6: Explain why some young people are disproportionately involved with the juvenile justice system.

Cognitive Domain: Knowledge

Answer Location: Children and Adolescents of Color

Difficulty Level: Medium

Essay

1. Discuss the effects of a youth identifying as LGBT. In what ways are there biases against such youths? In what arenas of life do these biases appear?

Learning Objective: 6-6: Explain why some young people are disproportionately involved with the juvenile justice system.

Cognitive Domain: Analysis

Answer Location: Lesbian, Gay, Bisexual, and Transgender Students

Difficulty Level: Hard

2. Discuss the concept of protective factors. What is a protective factor? Why are protective factors difficult to study? What effects do risk factors have?

Learning Objective: 6-2: Identify the countervailing protective factors that impede young people from juvenile justice involvement outcomes.

Cognitive Domain: Analysis

Answer Location: Factors That Influence Delinquency

Difficulty Level: Hard

3. Discuss the concept of risk factors. Explain and define the various types of risk factors. Be sure to provide examples of each type. How are risk factors related to delinquency and the juvenile justice system?

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Analysis

Answer Location: Factors That Influence Delinquency

Difficulty Level: Hard

4. Discuss the idea of maltreatment and other trauma as a risk factor in delinquency and involvement in the juvenile justice system. Why is it difficult to identify and prevent? What are the effects of maltreatment and other traumas on youths? How does it intersect with other risk factors for juvenile justice involvement?

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Analysis

Answer Location: Maltreatment/Trauma-related Risk Factor

Difficulty Level: Hard

5. Explore the concept of disproportionate impact of some risk factors on a youth’s involvement in the juvenile justice system and school discipline. What is the role of inherent bias (implicit and explicit bias) and targeting in creating this disproportionate impact? How does the idea of bias influence such factors as segregation of schools?

Learning Objective: 6-1: Describe the common risk factors that increase the likelihood for receiving school discipline, engaging in delinquency, and involvement with the juvenile court;

Cognitive Domain: Analysis

Answer Location: Factors That Influence Delinquency

Difficulty Level: Hard