Racial differences in the associations of neighborhood disadvantage, exposure to violence, and criminal recidivism among female juvenile offenders
Bibliographic record
Abstract
The current study examined the impact of exposure to violence and neighborhood disadvantage on criminal recidivism among Black (n = 69) and White (n = 53) female juvenile offenders. Participants were girls between the ages of 13 and 19 (M = 16.8; SD = 1.2) who were sentenced to secure custody. Using a multi-method research design, the study assessed neighborhood disadvantage through census level data, exposure to violence through self-report, and criminal recidivism through official records. Results indicated that Black girls were significantly more likely than White girls to live in disadvantaged neighborhoods, but both reported similar levels of parental physical abuse and witnessing neighborhood violence. In structural equation models, neighborhood disadvantage and witnessing neighborhood violence were indicative of future recidivism for the group as a whole. However, multiple group analyses indicated the existence of race specific pathways to recidivism. Witnessing neighborhood violence was associated with recidivism for Black girls while parental physical abuse was associated with recidivism for White girls. Results suggest that characteristics within the neighborhood play a considerable role in recidivism among female juvenile offenders generally and Black female juvenile offenders, specifically. Race specific risk models warrant further investigation, and may help lawmakers and clinicians in addressing racial disparities in the justice system.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".