Introduction -- Conceptualizing turning points -- Conceptualizing high school graduation as a turning point -- An empirical study of the graduation/dropout-offending relationship -- Data used to assess the causal relationship between graduation/dropout and offending -- Analytical methods to assess the graduation/dropout-offending relationship -- Empirical results on the high school graduation/dropout-offending relationship -- Reconciling the results with past findings on the graduation/ dropout-offending relationship -- Implications for life course criminology and policy making -- Looking into the future
Summary
Liu establishes that high school graduation operates as a turning point in late adolescence in redirecting individuals' adult offending trajectories. High school graduation is individually experienced and especially beneficial to those at high risk of dropping out. It also redirects adult offending trajectories by opening opportunities for experiencing adulthood turning point such as employment and romantic relationships. Liu's work provides empirical support for life course criminology and expands our knowledge about turning points by emphasizing that these events may occur at different stage
