Victimization Among Black Adolescent Girls: Examining Educational Engagement and Generational Changes from 1986–2019

• In Event: 30420 - Section on Racial and Ethnic Minorities Roundtables
  In Refereed Roundtable (60 minute): Table 10: Race and Education, K-12 Challenges

Abstract

Black girls in the United States experience disproportionately high rates of victimization, yet their experiences remain understudied in criminological research. This study examines how school engagement is associated with victimization among Black adolescent girls from 1986 to 2019, analyzing trends across two cohorts. Using data from Monitoring the Future (MTF), a nationally representative survey, this study compares victimization rates between 1,654 Black girls and 9,666 white girls in Cohort 1986 and 1,294 Black girls and 5,789 white girls in Cohort 2010. Logistic regression models assess the relationship between school disengagement and victimization while controlling for family structure, socioeconomic status, and community engagement.

Findings indicate that school disengagement significantly predicts violent victimization for Black girls in Cohort 1986 and white girls in both cohorts. Black girls who disengage from school face heightened risks of violence, compounded by racialized discipline policies and structural inequalities. Social support and family structure play key roles, with those from single-parent households or with limited community ties being more vulnerable. Employment increases victimization risk, particularly for Black girls, suggesting that work exposure may heighten vulnerability to unsafe environments. Urban residency is linked to higher victimization rates, reinforcing the impact of neighborhood conditions. For property victimization, school disengagement is a stronger predictor for white girls, while socioeconomic factors remain significant for Black girls.

These findings emphasize the need for equity-driven interventions to address school disengagement and reduce victimization risks for Black girls. Policies should focus on restorative justice practices, culturally relevant mentorship, and structural supports for families. By highlighting the intersection of race, gender, and victimization, this study contributes to criminology and education research, advocating for reforms that create safer, more inclusive environments for Black girls.

Author

• Makaela Simone Brass, University at Buffalo