Developing a framework for critical qualitative inquiry within a juvenile justice context

Abstract

Research examining detained or incarcerated youth (“youth”) within the juvenile justice system often focuses on outcome data associated with youth or adult recidivism. However, there is a dearth of juvenile justice system research examining the lived “voice” of detained or incarcerated youth. This lack of examination fosters an incomplete understanding of the juvenile justice system experience and can lead stakeholders to make uninformed decisions on behalf of youth. Moreover, incomplete examination and understanding of disparities and inequalities within the juvenile justice system, a system that often has racial/ethnic disparity within program placement and outcomes, mirrors historical problems evidenced in Plessy v. Ferguson by propagating racial disparity, inequality, and segregation. Therefore, the purpose of this article is to offer a rationale for conducting qualitative inquiry within juvenile justice system placements and to develop a critical framework for high-quality indicators within qualitative studies that examine youth experiences.

Keywords:

• Juvenile justice
• qualitative
• youth voice

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Natasha M. Strassfeld

Natasha M. Strassfeld, JD, PhD, is an Assistant Professor in the Department of Special Education at the University of Texas at Austin. Her research interests include service delivery in special education and related services, special education policy and law, disproportionate representation, and the juvenile justice system and special education.