The Social Consequences and Contexts of Adverse Childhood Experiences (ACEs): Using Life Histories to Understand Inactive Gang Members Educational Trajectories

• In Event: Advancing the Eurogang Program of Research: Perspectives on Gang Membership, Violence, and Justice System Involvement

Abstract

This qualitative study aims to examine the sociocultural context of 20 inactive gang members as they reflect on their childhood and exposure to adverse life experiences that shaped their educational journeys. It is widely documented that gang members experience lower educational attainment rates compared to their non-gang-involved peers. Although gang-involved youth aspire to obtain postsecondary degrees and certificates, they struggle to navigate the complex college admissions process. Current emerging research explores the connections between gang involvement, violence, victimization, and the potential relationships with adverse childhood experiences (ACEs). However, little attention is given to ACEs, how ACEs may influence gang-involved students’ behaviors in primary and secondary school, and how ACEs may affect relationships with peers and educators. The significance of this study is to provide educators, criminal justice professionals, and mental health advocates with additional empirical evidence to understand how ACEs shape educational performance and enhance healing strategies for current gang-involved populations.

Authors

• Adrian H. Huerta, University of Southern California

• Daniel W Soto, University of Southern California