Gottlieb Aaron, Wilson Robert
Jane Addams College of Social Work, University of Illinois At Chicago, 1040 West Harrison Street, 4 Floor, Chicago, IL 60607.
Child Youth Serv Rev. 2019 Aug;103:190-199. doi: 10.1016/j.childyouth.2019.06.009. Epub 2019 Jun 10.
In response to changes in policing practices, scholarship has increasingly begun to explore whether police contact has negative implications for youth. A small subset of scholarship has examined the implications of police contact for educational outcomes. This research has generally focused on serious police contact (arrest, court involvement, and incarceration) and has found that police contact is associated with worse educational outcomes. In this paper, we build on this research in three ways: 1) By differentiating between arrests and stops that do not result in arrest; 2) By examining the implications of vicarious police contact; and 3) By examining the pathways through which experiencing arrest, experiencing a police stop without an arrest, and vicariously experiencing police contact may impact educational achievement. Using data from the Fragile Families and Child Wellbeing Study, we find that arrest, police contact that does not result in arrest, and vicarious police contact are all associated with reductions in educational achievement. We also find that these associations are mediated at least in part by the impact of police contact on teen delinquency, teen attitudes towards teachers, and teen mental health.
针对警务实践的变化，学术研究越来越多地开始探讨与警方接触是否会对青少年产生负面影响。一小部分学术研究考察了与警方接触对教育成果的影响。这项研究通常聚焦于严重的警方接触（逮捕、涉诉和监禁），并发现与警方接触会导致更糟糕的教育成果。在本文中，我们从三个方面拓展了这项研究：1）区分逮捕与未导致逮捕的拦截；2）考察替代性警方接触的影响；3）考察经历逮捕、经历未导致逮捕的警方拦截以及替代性经历警方接触可能影响教育成就的途径。利用脆弱家庭与儿童福利研究的数据，我们发现逮捕、未导致逮捕的警方接触以及替代性警方接触都与教育成就的降低有关。我们还发现，这些关联至少部分是由警方接触对青少年犯罪、青少年对教师的态度以及青少年心理健康的影响所介导的。
