Gender and Racial Differences of Youth Exposed to Violence and Maltreatment: Understanding Academic Outcomes of Dually Involved Youth

Background: Violence and child maltreatment, including neglect and physical, emotional, and sexual abuse, has been associated with lower levels of academic performance. A systematic review of thirty years of maltreatment research revealed problematic cognitive and language developmental delays as well as significant social delays that hinder academic achievement (Veltman & Browne, 2001). Additionally, juvenile delinquency has been associated with low levels of academic performance. Specifically, studies investigating learning difficulties, violent behaviors, and other reoffending have found a positive association between learning difficulties and violence (Blum et al., 2003; Morrison & Cosden, 1997; Quinn, 2014). Despite prior research indicating poorer academic outcomes among youth involved in the child welfare and/or juvenile justice systems, little is known about academic outcomes in dually involved youth who are involved in both systems. Building upon prior research suggests the overrepresentation of Black and male youth in these systems, this study examined the impact of dual system involvement on academic outcomes by race and gender for youth exposed to maltreatment and violence. We hypothesized that youth involved in the child welfare system only, in the juvenile justice system only, and in both systems (dual involvement/crossover) will have poorer academic outcomes (i.e., grade failure, chronic absenteeism) than youth with no history of system involvement. We also hypothesized that the relations between system involvement and poorer academic outcomes will be stronger for males and Black youth

Methods: This study is cross-sectional and examined gender and racial differences in the association between different patterns of system involvement and academic outcomes. A linked dataset of 109,890 youth was constructed using Department of Education records of youth who attended any Hinds county, Mississippi school in any year from 2003 to 2013. Cases were matched using a matching variable that was created using the child’s first name, last name, date of birth, sex, and race (Robertson & Walker, 2018). This study utilized records from a linked database of public youth-serving institutional records within a southern county Youth Court, Law Enforcement agencies, and Child Protective Services (CPS). A series of multivariate logistic regression analyses were performed.

Results: A history of involvement in CPS only was associated with higher odds of grade failure and chronic absenteeism in males, but not females. CPS involvement only and dual involvement each increased the odds of grade failure and chronic absenteeism in Black youth, but not White youth. Juvenile justice system involvement only was a significant predictor of grade failure and chronic absenteeism regardless of gender and race.

Conclusion: The results of this study add to the growing body of literature that suggests dually involved Black youth, especially males, are at greater risk for poor academic outcomes than their White male and female counterparts. Findings highlight the need for the development of intervention strategies to address educational needs of youth involved in the child welfare and juvenile justice systems, with a heightened attention to Black and male youth exposed to violence and maltreatment, to improve their attendance and academic performance and reduce their involvement in delinquent behavior.