Abstract
Purpose. The purpose of this study was to identify the differences between ninth grade Latino male gang and nongang members on the following attitudes and behaviors: (1) social and personal resources, (2) behavior patterns, (3) opportunities for helping youth, (4) external assets, (5) internal assets, (6) deficits, and (7) at-risk behaviors. Methodology. This study utilized an ex post facto research design. The Profiles of Student Life: Attitudes and Behaviors questionnaire was administered to forty-nine ninth grade gang members and fifty-two nongang members attending high school in the Long Beach area of southern California. The two groups had a matched grade point average of 1.3. Statistical tests used were the t-test for Independent Samples, Chi-square, Mann-Whitney U, and the Kolmogorov-Smirnov. Findings and conclusions. The data suggest that the greatest number of differences between gang and nongang members were found in antisocial behavior patterns. The gang members reported significantly higher behavior patterns in school absenteeism and classes skipped. The data indicate that there was no significant difference in parent involvement in schooling. However, both groups responded to "sometimes" and "seldom" that their parents become involved in the school. There were no differences found in self-concept between the two groups. Peer influences for getting into trouble at school were higher for gang members than nongang members. The nongang members reported that more of their friends did well in school. The nongang members also indicated that more of their friends help other people. The nongang members were more interested in making and keeping friends, learning how to read better, doing things to help other people, getting better at making decisions, having better relationships with parents, and deciding what to do with their lives. About 40 percent of each group indicated a desire to on to college. Recommendations. Educators should evaluate gang suppression programs to determine if they are meeting the needs of the gang members. Staff development and inservice training should be provided to identify at-risk warning signs; teach decision-making, friendship-making, and planning skills; learn behavior modification strategies; and to establish communication strategies between the educators and the parents that will elicit parent involvement. The parents need to be reeducated to learn the importance of school attendance, positive peer influences, and study skills.