The Policing Paradox: Police Stops Predict Youth's School Disengagement Via Elevated Psychological Distress
Negative interactions with the legal system can inform adolescents' relationships with schools. The present daily-diary study examined 13,545 daily survey assessments from 387 adolescents (Mage = 13-14; 40% male; 32% Black, 50% White, and 18% Other ethnic-racial minority) across 35 days to asse...
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| Veröffentlicht in: | Developmental psychology 2022-07, Vol.58 (7), p.1402-1412 |
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| creator | Del Toro, Juan Jackson, Dylan B. Wang, Ming-Te |
| description | Negative interactions with the legal system can inform adolescents' relationships with schools. The present daily-diary study examined 13,545 daily survey assessments from 387 adolescents (Mage = 13-14; 40% male; 32% Black, 50% White, and 18% Other ethnic-racial minority) across 35 days to assess whether police stops predicted adolescents' school disengagement through their psychological distress as a mediator. Results showed that 9% of youth experienced at least one police stop, and 66 stops occurred in total over the 35-day study course. Youth stopped by the police reported greater next-day school disengagement, and youth's psychological distress mediated the link between police stops and school disengagement. Disengagement did not predict youth's next-day police stops. In addition, ethnic-racial minority youth reported more negative police encounters than did White youth, and the effect of a police stop on next-day psychological distress was more negative for Other ethnic-racial minority youth. Implications for reducing police intervention in adolescents' lives are discussed. |
| doi_str_mv | 10.1037/dev0001361 |
| format | Article |
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The present daily-diary study examined 13,545 daily survey assessments from 387 adolescents (Mage = 13-14; 40% male; 32% Black, 50% White, and 18% Other ethnic-racial minority) across 35 days to assess whether police stops predicted adolescents' school disengagement through their psychological distress as a mediator. Results showed that 9% of youth experienced at least one police stop, and 66 stops occurred in total over the 35-day study course. Youth stopped by the police reported greater next-day school disengagement, and youth's psychological distress mediated the link between police stops and school disengagement. Disengagement did not predict youth's next-day police stops. In addition, ethnic-racial minority youth reported more negative police encounters than did White youth, and the effect of a police stop on next-day psychological distress was more negative for Other ethnic-racial minority youth. Implications for reducing police intervention in adolescents' lives are discussed.</description><identifier>ISSN: 0012-1649</identifier><identifier>EISSN: 1939-0599</identifier><identifier>DOI: 10.1037/dev0001361</identifier><identifier>PMID: 35377701</identifier><language>eng</language><publisher>United States: American Psychological Association</publisher><subject>Adolescent Psychology ; Adolescents ; Anxiety ; Correlation ; Disengagement ; Distress ; Ethnicity ; Female ; High School Students ; Human ; Incidence ; Individual Characteristics ; Law Enforcement ; Learner Engagement ; Legal system ; Male ; Middle School Students ; Minority & ethnic groups ; Negative interactions ; Police ; Police Personnel ; Policing ; Predictor Variables ; Psychological distress ; Psychological Patterns ; Racial and Ethnic Differences ; Racial Differences ; Stress Variables ; Student Engagement ; Student School Relationship ; Teenagers ; Youth</subject><ispartof>Developmental psychology, 2022-07, Vol.58 (7), p.1402-1412</ispartof><rights>2022 American Psychological Association</rights><rights>2022, American Psychological Association</rights><rights>Copyright American Psychological Association Jul 2022</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a629t-7f2ba4074d7b3d820f891e29a7e5cbfe7c84b969a5d5e79b419ccd5f5eb9c3203</citedby><orcidid>0000-0001-8625-026X</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,780,784,885,27924,27925,30999</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1367059$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/35377701$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Dubow, Eric F</contributor><contributor>Pérez-Edgar, Koraly</contributor><creatorcontrib>Del Toro, Juan</creatorcontrib><creatorcontrib>Jackson, Dylan B.</creatorcontrib><creatorcontrib>Wang, Ming-Te</creatorcontrib><title>The Policing Paradox: Police Stops Predict Youth's School Disengagement Via Elevated Psychological Distress</title><title>Developmental psychology</title><addtitle>Dev Psychol</addtitle><description>Negative interactions with the legal system can inform adolescents' relationships with schools. The present daily-diary study examined 13,545 daily survey assessments from 387 adolescents (Mage = 13-14; 40% male; 32% Black, 50% White, and 18% Other ethnic-racial minority) across 35 days to assess whether police stops predicted adolescents' school disengagement through their psychological distress as a mediator. Results showed that 9% of youth experienced at least one police stop, and 66 stops occurred in total over the 35-day study course. Youth stopped by the police reported greater next-day school disengagement, and youth's psychological distress mediated the link between police stops and school disengagement. Disengagement did not predict youth's next-day police stops. In addition, ethnic-racial minority youth reported more negative police encounters than did White youth, and the effect of a police stop on next-day psychological distress was more negative for Other ethnic-racial minority youth. Implications for reducing police intervention in adolescents' lives are discussed.</description><subject>Adolescent Psychology</subject><subject>Adolescents</subject><subject>Anxiety</subject><subject>Correlation</subject><subject>Disengagement</subject><subject>Distress</subject><subject>Ethnicity</subject><subject>Female</subject><subject>High School Students</subject><subject>Human</subject><subject>Incidence</subject><subject>Individual Characteristics</subject><subject>Law Enforcement</subject><subject>Learner Engagement</subject><subject>Legal system</subject><subject>Male</subject><subject>Middle School Students</subject><subject>Minority & ethnic groups</subject><subject>Negative interactions</subject><subject>Police</subject><subject>Police Personnel</subject><subject>Policing</subject><subject>Predictor Variables</subject><subject>Psychological distress</subject><subject>Psychological Patterns</subject><subject>Racial and Ethnic Differences</subject><subject>Racial Differences</subject><subject>Stress Variables</subject><subject>Student Engagement</subject><subject>Student School Relationship</subject><subject>Teenagers</subject><subject>Youth</subject><issn>0012-1649</issn><issn>1939-0599</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp9kktv1DAUhS0EokNhwx5kiQUIEfAzjlkgoTK8VImRWpBYWY5zM-M2Ewc7GdF_j4eU4bFgZfmez9fn-hih-5Q8p4SrFw3sCCGUl_QGWlDNdUGk1jfRIhdZQUuhj9CdlC7yVnAtb6MjLrlSitAFujzfAF6Fzjvfr_HKRtuE7y_nCuCzMQwJryI03o34a5jGzeOEz9wmhA6_8Qn6tV3DFvoRf_EWLzvY2REavEpXmenC2jv7ExwjpHQX3Wptl-De9XqMPr9dnp-8L04_vftw8vq0sCXTY6FaVltBlGhUzZuKkbbSFJi2CqSrW1CuErUutZWNBKVrQbVzjWwl1NpxRvgxejX3HaZ6C43L9qLtzBD91sYrE6w3fyu935h12BktSlkJnhs8uW4Qw7cJ0mi2PjnoOttDmJJhpVCMClpVGX30D3oRptjn8TJVUcmIJvr_lCiV1Kra-346Uy6GlCK0B8uUmH3S5nfSGX7455AH9Fe0GXgwAxC9O8jLj_m0yv8j689m3Q7WDDkwG0fvOkhuijE_zP4yIyujDBWE8R8Np72-</recordid><startdate>20220701</startdate><enddate>20220701</enddate><creator>Del Toro, Juan</creator><creator>Jackson, Dylan B.</creator><creator>Wang, Ming-Te</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7QJ</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>K7.</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0001-8625-026X</orcidid></search><sort><creationdate>20220701</creationdate><title>The Policing Paradox: Police Stops Predict Youth's School Disengagement Via Elevated Psychological Distress</title><author>Del Toro, Juan ; Jackson, Dylan B. ; Wang, Ming-Te</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a629t-7f2ba4074d7b3d820f891e29a7e5cbfe7c84b969a5d5e79b419ccd5f5eb9c3203</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Adolescent Psychology</topic><topic>Adolescents</topic><topic>Anxiety</topic><topic>Correlation</topic><topic>Disengagement</topic><topic>Distress</topic><topic>Ethnicity</topic><topic>Female</topic><topic>High School Students</topic><topic>Human</topic><topic>Incidence</topic><topic>Individual Characteristics</topic><topic>Law Enforcement</topic><topic>Learner Engagement</topic><topic>Legal system</topic><topic>Male</topic><topic>Middle School Students</topic><topic>Minority & ethnic groups</topic><topic>Negative interactions</topic><topic>Police</topic><topic>Police Personnel</topic><topic>Policing</topic><topic>Predictor Variables</topic><topic>Psychological distress</topic><topic>Psychological Patterns</topic><topic>Racial and Ethnic Differences</topic><topic>Racial Differences</topic><topic>Stress Variables</topic><topic>Student Engagement</topic><topic>Student School Relationship</topic><topic>Teenagers</topic><topic>Youth</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Del Toro, Juan</creatorcontrib><creatorcontrib>Jackson, Dylan B.</creatorcontrib><creatorcontrib>Wang, Ming-Te</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>ProQuest Criminal Justice (Alumni)</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Developmental psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Del Toro, Juan</au><au>Jackson, Dylan B.</au><au>Wang, Ming-Te</au><au>Dubow, Eric F</au><au>Pérez-Edgar, Koraly</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1367059</ericid><atitle>The Policing Paradox: Police Stops Predict Youth's School Disengagement Via Elevated Psychological Distress</atitle><jtitle>Developmental psychology</jtitle><addtitle>Dev Psychol</addtitle><date>2022-07-01</date><risdate>2022</risdate><volume>58</volume><issue>7</issue><spage>1402</spage><epage>1412</epage><pages>1402-1412</pages><issn>0012-1649</issn><eissn>1939-0599</eissn><abstract>Negative interactions with the legal system can inform adolescents' relationships with schools. The present daily-diary study examined 13,545 daily survey assessments from 387 adolescents (Mage = 13-14; 40% male; 32% Black, 50% White, and 18% Other ethnic-racial minority) across 35 days to assess whether police stops predicted adolescents' school disengagement through their psychological distress as a mediator. Results showed that 9% of youth experienced at least one police stop, and 66 stops occurred in total over the 35-day study course. Youth stopped by the police reported greater next-day school disengagement, and youth's psychological distress mediated the link between police stops and school disengagement. Disengagement did not predict youth's next-day police stops. In addition, ethnic-racial minority youth reported more negative police encounters than did White youth, and the effect of a police stop on next-day psychological distress was more negative for Other ethnic-racial minority youth. 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| subjects | Adolescent Psychology Adolescents Anxiety Correlation Disengagement Distress Ethnicity Female High School Students Human Incidence Individual Characteristics Law Enforcement Learner Engagement Legal system Male Middle School Students Minority & ethnic groups Negative interactions Police Police Personnel Policing Predictor Variables Psychological distress Psychological Patterns Racial and Ethnic Differences Racial Differences Stress Variables Student Engagement Student School Relationship Teenagers Youth |
| title | The Policing Paradox: Police Stops Predict Youth's School Disengagement Via Elevated Psychological Distress |
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