Effectiveness of delinquency prevention program using propensity score matching: is trust in teachers a turning point in zero-tolerance policies?
Article
Nam, J, Chang, M. (2018). Effectiveness of delinquency prevention program using propensity score matching: is trust in teachers a turning point in zero-tolerance policies?
. 23(2), 119-137. 10.1080/12294659.2018.1473942
Nam, J, Chang, M. (2018). Effectiveness of delinquency prevention program using propensity score matching: is trust in teachers a turning point in zero-tolerance policies?
. 23(2), 119-137. 10.1080/12294659.2018.1473942
Although the relationship between parental and teachers’ roles and exclusionary discipline practices (EDP) seems intuitive, the link has rarely been supported in school disciplinary literature. This current study tested whether delinquency prevention programs can be directly effective in reducing adolescent delinquency, considering the medium of student’s trust in teachers and parental contact with school. In detail, this study attempted to answer two questions: ‘Do current delinquency prevention programs decrease EDP?’ and ‘Do student–teacher trust and parental contact with school mediate the effectiveness of prevention programs on suspensions?’ Using the techniques of propensity score matching and structural equation modeling, we found that student trust in teachers is a relevant and valid construct and statistically significant mediator on suspensions. The authors suggested some considerations to use student trust in teachers and parental contact with school more effectively as policy tools in disciplinary practices.
