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Essay / Research Paper Abstract
5 pages in length. One of the primary methods by which juvenile delinquents within the California penal system are rehabilitated and ultimately reintroduced into society is through the means of education. While this approach is both prudent and successful in its ability to redirect wayward youth, there is often a segment of this population that does not reap the same beneficial outcome as the rest. Minorities within California's juvenile penal system are frequently left behind where educational programs are concerned, inasmuch as their ability to learn and communicate is far less developed than that of their white counterparts. However, because of the over-representation of minorities in the California juvenile justice system, this issue reflects how the entire educational program may be wholly ineffective to prepare minority youths for life outside juvenile hall. Bibliography lists 7 sources.
Page Count:
5 pages (~225 words per page)
File: LM1_TLCEdMinJuv.rtf
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Unformatted sample text from the term paper:
While this approach is both prudent and successful in its ability to redirect wayward youth, there is often a segment of this population that does not reap the same
beneficial outcome as the rest. Minorities within Californias juvenile penal system are frequently left behind where educational programs are concerned, inasmuch as their ability to learn and communicate is
far less developed than that of their white counterparts. However, because of the over-representation of minorities in the California juvenile justice system (Austin et al, 1992), this issue reflects
how the entire educational program may be wholly ineffective to prepare minority youths for life outside juvenile hall. Re-training juvenile delinquents to
become positive, contributing members of society has always proven to be a challenge for officials in charge of rehabilitation. Myriad programs have been implemented throughout history to achieve this
goal but according to some in the field, none have proven as effective as the educational method over and above the hard-line, get tough approach of boot camp and shock
incarceration programs currently in use by a number of juvenile justice systems. Critics contend that such brutal methods do nothing but instigate more of the same behavior the recovery
programs seek to overcome. A recent study has shown undeniable evidence that boot camp and shock incarceration programs do not have the same desired effect upon youths as the
contemporary prison-based education program, which is heralded as "one of the most effective of all crime prevention programs nationwide" (Anonymous, 1997, p. PG), credited with significantly lowering the incidence of
relapse back to criminal behavior, as well as preventing crime altogether. A Congressional Subcommittee reported that of the eighty percent rate currently representative
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