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Using Sibling Differences to Estimate the Impact of Family, School, Peers, and Employment on Adolescent Problem Behavior |
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Abstract:
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Criminologists are often interested in estimating the causal effect of processes and events on juvenile misconduct. For example, prior research suggests that parental attachment and supervision, school attitudes and performance, peer associations and time use, and employment experiences are important correlates of such problem behaviors as delinquency and substance use. However, since most of this literature relies exclusively on observational data, the causal significance of these “risk” and “protective” factors remains in dispute. Although criminological theories often attribute causality to these correlations, a plausible alternative explanation is that they represent selection artifacts. In other words, they may be attributable to characteristics that are unobserved to the analyst, an important source of which is family background (e.g., family structure, residential location, mobility, socioeconomic status, parental criminality). In other words, the observed cross-sectional correlation may be due to systematic differences across families rather than to the causal effect of the theoretical constructs. In this study, I use data on siblings to condition directly on unobserved family effects that may be responsible for a spurious correlation between problem behavior and characteristics associated with family, school, peers, and employment. The resulting estimates are identified from within-family variation in the relevant constructs. The ability to untangle between- from within-family effects will pay dividends for theoretical development as well as the design of interventions. |
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Association:
Name: American Society of Criminology URL: http://www.asc41.com
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Citation:
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MLA Citation:
| Apel, Robert. "Using Sibling Differences to Estimate the Impact of Family, School, Peers, and Employment on Adolescent Problem Behavior" Paper presented at the annual meeting of the American Society of Criminology, Royal York, Toronto, <Not Available>. 2008-12-12 <http://www.allacademic.com/meta/p33397_index.html> |
APA Citation:
| Apel, R. "Using Sibling Differences to Estimate the Impact of Family, School, Peers, and Employment on Adolescent Problem Behavior" Paper presented at the annual meeting of the American Society of Criminology, Royal York, Toronto <Not Available>. 2008-12-12 from http://www.allacademic.com/meta/p33397_index.html |
Publication Type: Conference Paper/Unpublished Manuscript Abstract: Criminologists are often interested in estimating the causal effect of processes and events on juvenile misconduct. For example, prior research suggests that parental attachment and supervision, school attitudes and performance, peer associations and time use, and employment experiences are important correlates of such problem behaviors as delinquency and substance use. However, since most of this literature relies exclusively on observational data, the causal significance of these “risk” and “protective” factors remains in dispute. Although criminological theories often attribute causality to these correlations, a plausible alternative explanation is that they represent selection artifacts. In other words, they may be attributable to characteristics that are unobserved to the analyst, an important source of which is family background (e.g., family structure, residential location, mobility, socioeconomic status, parental criminality). In other words, the observed cross-sectional correlation may be due to systematic differences across families rather than to the causal effect of the theoretical constructs. In this study, I use data on siblings to condition directly on unobserved family effects that may be responsible for a spurious correlation between problem behavior and characteristics associated with family, school, peers, and employment. The resulting estimates are identified from within-family variation in the relevant constructs. The ability to untangle between- from within-family effects will pay dividends for theoretical development as well as the design of interventions. |
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