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NOTICE TO CONTRIBUTORS Editorial Procedures All papers considered appropriate for this journal are reviewed anonymously. To ensure anonymity, authors’ names, institutional affiliations, and other identifying material should be placed on the title page only. Papers are accepted for publication subject to nonsubstantive, stylistic editing. A copy of the edited paper is sent to the author for final review. Proofs of articles are sent only to authors who reside in the United States. Submission of a paper to a professional journal is considered an indication of the author’s commitment to publish in that journal. A paper submitted to this journal while it is under review for another journal will not be accepted for review. Preparation and Submission of Manuscripts. 1. Type all copy (including indented material, references, and footnotes) double-spaced in no smaller than 12-point type using 11/2-inch margins on all sides. 2. Type each table on a separate page. Insert a note in the text indicating where the table should appear. 3. On an article’s acceptance, submit camera-ready art for all figures, rendered on a laser printer or as glossy prints or electronic format. 4. Include an abstract of no more than 100 words. 5. Submit four copies of the paper and retain the original for your files. Enclose a stamped, self-addressed postcard so we can acknowledge receipt of your paper. 6. A check or money order for $25.00, payable to the American Sociological Association, must accompany each submission. This fee is waived for papers written by student members of the ASA. The submission fee reflects a policy of the ASA Council and Committee on Publications, which affects all ASA journals. It is a reluctant response to the accelerating costs of manuscript processing. Reference Format 1. In the text: All references to books, articles, and other works should be identified at the appropriate point in the text by the surname of the author and year of publication; add page numbers only when citing statistics or direct quotes. Endnotes should be used only for substantive observations and explanations. Subsequent citations of a source should be identified in the same way; do not use “ibid.,” “op. cit.,” or “loc. cit.” a. If the author’s name is part of the narrative, place only the year of publication in parentheses: Duncan (1959). Otherwise, place both the name and the year, with no intervening punctuation, in parentheses: (Duncan 1959). b. Insert page numbers, preceded by a colon after the year of publication: (Kuhn 1970:120–45). c. If the work cited has three or fewer authors, list all authors in the first citation; thereafter, include only the name of the first author followed by “et al.” If the work has four or more authors, include only the name of the first author followed by “et al.” in all citations. d. Abbreviate or shorten the names of institutional or corporate authors, making sure that the text citation and the entry in the reference list begin with the same element. e. Distinguish two or more works by the same author with the same publication date by appending letters (a, b, c) to the date: (Levy 1965a). f. Separate a series of references with semicolons and enclose them in a single pair of parentheses: (Featherman and Hauser 1979; Coleman et al. 1982; U.S. Bureau of Census 1981). 2. In the Reference List: List all entries alphabetically by author and, within author, by year of publication. List all authors in citations of multiauthor works; do not use “et al.” in the reference list. Examples follow: Bourdieu, Pierre, 1977. “Cultural Reproduction and Social Reproduction.” Pp. 487–511 in Power and Ideology in Education, edited by J. Karabel and A.H. Halsey. New York: Oxford University Press. Coleman, James S., Thomas Hoffer, and Sally B. Kilgore. 1982a. “Cognitive Outcomes in Public and Private Schools.” Sociology of Education 55:65–76. ——. 1982b. High School Achievement: Public, Catholic and Other Private Schools Compared. New York: Basic. Mare, Robert D. 1979. “Change and Stability in Educational Stratification.” Paper presented at the annual meeting of the American Sociological Association, Boston. Marx, Karl (1867) 1976. Capital. Vol. 1. Translated by S. Moore and E. Aveling. New York: International. U.S. Bureau of the Census. 1979. 1970 Census Population and Housing. Fourth Count Population Summary Tape. Machine-readable data file. Washington, DC: U.S. Bureau of the Census (producer). Rosslyn, VA: DUALabs (distributor).
Another Way Out: The Impact of Juvenile Arrests on High School Dropout Paul Hirschfield Rutgers University This article suggests that contact with the legal system increased school dropout in a Chicago sample of 4,844 inner-city students. According to multilevel multivariate logistic models, students who were first arrested during the 9th or 10th grade were six to eight times more likely than were nonarrested students ever to dropout of high school and are about 3.5 times more likely to drop out in Grades 9 and 10. However, selection bias is a real concern. To improve causal inference, students who were first arrested in Grade 9 (n = 228) are compared to 9th graders (n = 153) who were first arrested a year later. Given this sampling restriction, the groups hardly differ on many observables. Yet early arrest still increases early school dropout in models with many relevant covariates. The 9th-grade arrestees are also compared to matched students who avoided arrest. Similar intergroup differences in the risk of dropout were observed. Thus, being arrested weakens subsequent participation in urban schools, decreasing their capacity to educate and otherwise help vulnerable youths. An estimated 32 percent of America’s high school students fail to receive a regular high school diploma on time, that is, within four years (Swanson 2004). High school dropout, although a problem of national scope, is also highly variegated. It both reflects and reinforces entrenched social and economic divisions in American society. For example, “on-time” graduation rates are 72.7 percent in the suburbs but only 57.5 percent in central cities (Swanson 2004). Annual rates of dropout are nearly five times higher in large cities than in suburbia and more than three times higher than in small towns (Sable and Gaviola 2007). Also, 43 percent of black and 48 percent of Latino males graduate on time compared to 77 percent of white males (Swanson 2004). Thus, dropout is particularly severe in inner cities, where race, class, and spatial location form a concatenation of multiple disadvantages. Inner-city African-American youths also incur greater social costs from dropping out than do others. About 39 percent of black high school dropouts are employed at age 19 compared to about 60 percent of white and Latino dropouts (Bureau of Labor Statistics 2007). Likewise, about 59 percent of black male high school dropouts experience imprisonment by age 34 compared to only 11 percent of non-Hispanic white male dropouts (Pettit and Western 2004). The increasing economic and social marginality of urban dropouts in today’s high-tech, informationbased economy has fueled what some scholars have called a “graduation rate crisis” among urban minorities (Orfield 2004). Many studies have examined individual and contextual risk factors and developmental pathways that may lead to urban high school dropout (see Rumberger 2004 for a thorough review). Unfortunately, a potential- 368 Sociology of Education 2009, Vol. 82 (October): 368–393
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