Dissertations / Theses: 'School of Criminology'

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Pigott, Christina. "School Resource Officers and the School-to-Prison Pipeline| Discovering Trends of Expulsions in Public Schools." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163309.

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The school-to-prison pipeline is a phenomenon that is occurring in public schools across the country. This study investigates if the presence of a School Resource Officers (SRO) has an effect on the rate of expulsions experienced in schools. My data is from a secondary data set from the 2009-2010 School Survey on Crime and Safety. I use the presence of an SRO or security personnel, percentage of white student enrollment, school urbanicity, and percentage of students that score below the 15th percentile on standardized tests as independent variables. My dependent variable is expulsion rates for disobedient behavior. I create one model using OLS regression to run the dependent variable against all of the independent variables. The results yielded that the presence of security personnel or an SRO has increased the rate of expulsions due to disciplinary infractions. I also found that race decreased the expulsion rate; this means that as the percentage of white students goes up, the expulsion rate goes down. These findings suggests that the disproportionate amount of African Americans in this country’s prison system could be starting in our school systems.

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Hall, Marquenta Sands. "Functionality of school resource officer arrests in schools| Influencing factors and circumstances." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3742829.

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School resource officer programs, characterized as a major crime control model and violence prevention program have earned the designation as an effective prevention strategy to mitigate against student misconduct and violations of the law. This study explored school resource officers? perceptions of how arrests decisions influenced order within middle and high schools. The purpose of the study was to determine if a relationship existed between factors, circumstances, and the arrest decisions in middle and high schools. It was assumed the officers? decision to arrest or not arrest were dependent upon factors and circumstances that were interconnected to the functionality of maintaining social order within the school setting. The structural-functionalism theory offered a comprehensive approach to explore the relationship between the social structure of schools, functions of school resource officers and the impact of their arrests decisions in creating balance and stability in the school environment. For this study, the dependent variable was the arrest decisions of school resource officers and the independent variables were factors, circumstances and years of experience. The study hypothesized a correlation between the dependent variable (arrests decisions) and the independent variables, which were collapsed into three facets - factors, circumstances and years of experience. Although, it was presumed years of experience would influence arrests decisions, logistic regression analysis revealed it did not influence the arrest decision as much as the facet factors. The study further revealed females were more likely to arrest than males and more students were arrested at the high school level than at the middle school level. Academic achievement and criminal records were considered at the middle school level with little consideration in high school.

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Coffey, Brandon S. "Environmental Factors and School Disorder: The Role of Urbanicty." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3208.

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The purpose of this study is to explore the differential impact of various environmental and organizational factors on levels of school misconduct. Although we have a general understanding of this relationship, little effort has been made to determine whether the effects are influenced by urbanicity. The current study utilizes data from the 2007-2008 School Survey on Crime and Safety to address this gap in the literature by utilizing a series of negative binomial regression models that seek to determine differences between predictive factors in urban and rural settings. Results indicate that disorganization has a similar effect within urban and rural schools, increasing counts of misconduct. On the contrary, results also suggest that urban and rural schools, which are already characterized by elevated rates of misconduct, tend to implement different types of security. This study is concluded by discussing methodological limitations, various theoretical and policy implications, and directions for future research.

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Hooper, Kate J. "Los Angeles School Police Department Arrest Diversion| A Process Evaluation." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10638595.

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This thesis examines the Los Angeles School Police Department’s (LASPD) arrest diversion program currently used by the Los Angeles Unified School District (LAUSD). The diversion referral program offers an alternative to arrest and citation for LAUSD students between the ages of 13 and 17 who commit minor law violations on school grounds. The goal for this collaborative program is to offer a “non-punitive” enforcement model that supports strategic problem solving and addresses the behavioral, social, and emotional needs of students and their families. Using a mixed methods approach, combining interview and survey techniques, I assess whether the program was implemented according to intended protocol and procedures. Findings from the survey and interviews suggest a lack of consistency in the assessment of juveniles’ progress along with several obstacles preventing successful outcomes for participants. The majority of officers surveyed did not believe the arrest diversion program strengthened relationships between police and participants or police and the community. This process evaluation revealed barriers to successful implementation including a lack of communication between involved parties and lack of parental involvement and follow through by participants.

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Barrans, Mary Elizabeth. "Police Presence in Schools: An Exploratory Study of Teachers' and Staff's Perceptions of School Resource Officers." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28655.

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Media attention surrounding violence in schools has increased in recent years. As a result, police presence has become common in many schools, especially in urban centers. While the presence of these officers is meant to have positive effects on students' behaviour and attitudes toward the rules of school and society, it is unclear if this is the case. This study examines the perceptions that teachers and staff have of School Resource Officers in their school environment, and what, if any, differences exist between school personnel's perceptions of SROs and other critical perceptions of police in school. Utilizing a mixed methods approach to data collection, this study examines the police-school relationship in two schools in a large urban area. This study could contribute to the field of education by adding to the scant body of literature currently existing on the topic of police in Canadian schools.

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Iong, Sio Hong. "Covert school bullying among school students in Macao." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2580075.

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Kabour, Marianne Michelle. "School violence: Parent and school official perceptions and responses." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2737.

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In our schools today, there are numerous violence prevention programs that have been implemented in order to curb the recent increase in the rate of school shootings. In addition, there have been a large number of articles written covering the topic of school violence, but little research has been done focusing on the perceptions of parents and school officials in regard to school violence. In the present study findings reveal why it is important to focus our attention not only on student perceptions of school safety, but on parent and school official perceptions, as well. Parents and school officials received a self-report questionnaire and were asked to indicate which violence prevention programs they believe will make students feel safer and which ones they personally would like to see implemented in the schools. In addition, parents were asked to indicate whether their child has been a victim of violence or will be a future victim of violence and the perceived level of their child's anxiety regarding his/her safety at school. It was found that (a) there is a positive, statistically significant relationship between parents who reported that their child has been a personal victim of violence and the rating of their child's anxiety level; (b) parents who perceived their children as having higher levels of anxiety did not endorse more safety programs; (c) overall, parents endorsed more programs than school officials, especially those that were invasive and help-oriented; and (d) the programs the adults indicated they personally would like to see implemented in the schools did not differ significantly from the programs they endorsed as making students feel safer at school.

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Bartlome, Kegan S. "Ohio House Bill 410 Disrupts the School-to-Prison Pipeline." Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1601297594424021.

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Vecchio, J. Michael. "Do Unto Others: Correlations Between Specific Juvenile Delinquency and Victimization Experiences." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1213996282.

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Phelps, Chasidy. "Student Perspectives of Alternative Schools as Facilitators and Barriers for Positive Disciplinary Outcomes." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5930.

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Inconsistent findings within the existing literature tend to confuse the ability of behavior-focused alternative schools to address behavior problems of at-risk juveniles. Recent studies have suggested that juveniles who successfully commit to greater self-regulation skills display both academic success and positive classroom behavior. Although self-regulation skills have been positively associated with behavioral success among juveniles placed in behavior-focused alternative schools, it remains unclear as to what aspects of these programs that juveniles experience as facilitating the development of such skills. This phenomenological study used semistructured interviews of 5 students in Grades 10 through 12 enrolled in a behavior-focused alternative school to improve the understanding of how juveniles experience and perceive alternative school programs as facilitating the development of self-regulation skills in promotion of positive behavior outcomes. Structural functionalist theory provided an appropriate lens through which data of juvenile experiences and perceptions of the functions of an alternative school program could be interpreted. Data analysis consisted of a process of open coding, categorizing, and interpreting data for meaning. The findings of the current study revealed that when aspects of alternative schools function to develop reasoning skills and a willingness to adhere to school standards, such functions may be beneficial in juvenile commitment to behavioral self-regulation. The data provided by this study may be valuable for stakeholders and policymakers in assessing the influence of behavior-focused alternative schools.

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Keskinen, Katri Ilona Maria. "Culture and Masculinity in American School Shootings: Reviewing Evidence from Multi-Victim School Shootings." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24263.

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American school shootings have received a lot of media, public and academic attention within the last two decades. Still, reasons behind the shocking events lie undiscovered. Although individual factors have been widely examined, researchers are yet to find commonalities. This thesis reviewed evidence of macro-sociological explanations for American school shootings and attempted to identify the roles of culture, cultural marginalisation and masculinity in American multi-victim school shootings using seven case studies from 1999-2018. Results identified cultural marginalisation as a key factor in all of the cases, whereas hegemonic and violent masculinities received some support. In addition, interconnectedness and relationships between anomie, culture, cultural marginalisation, masculinity and school shootings were discussed in more detail. Finally, future suggestions were made, and conclusions were drawn.

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Ifanger, Fernanda Carolina de Araujo. "A intolerância ao diferente: o problema do bullying escolar." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/2/2136/tde-12122014-092730/.

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A presente tese ocupa-se do estudo do bullying escolar, partindo da constatação de que sua ocorrência se deve à intolerância diante da diferença que o outro representa. Para alcançar tal objetivo foi necessário unir os ensinamentos da Criminologia e da Educação, visando a desvendar os processos sociais que estruturam o espaço escolar. O caminho percorrido inicia-se pela análise da violência, passando pela violência escolar, para finalmente encontrar o bullying, considerado mais um dos modos de manifestação do fenômeno. A junção dos ensinamentos emanados das duas ciências mencionadas solidifica-se no momento em que a escola é estudada como instrumento do exercício do controle social informal dos comportamentos.
The present thesis analyzes the study of school bullying, based on the finding that its occurrence is due to intolerance of the differences that others represent. To achieve this objective it was necessary to unite the teachings of Criminology and Education, in order to unravel the social processes that structure the school environment. The road travelled begins with the analysis of violence, continuing through to school violence, finally reaching bullying, considered one of the manifestations of this phenomenon. The union of the teachings stemming from the two aforementioned sciences solidifies the moment that school is studied as a means of exercising informal social control of behavior.

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Stroble, Willie Lee. "The relationship between parental incarceration and African-American high school students' attitudes towards school and family." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618833.

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The purpose of this study was to investigate whether African-American adolescent high school students who have (or have had) at least one parent incarcerated differed on several variables as compared to African-American adolescent high school students who lived with both parents and those who did not have an incarcerated parent but who lived with only one parent.;John Marshall High School in Richmond, Virginia was the institution studied for this project. John Marshall was chosen for several reasons: the student researcher had access to this population and it was believed that a majority of the students at this institution came from homes where at least one parent was (or had been) incarcerated.;Each student was administered the Children's Depression Inventory (CDI), the Multidimensional Self Concept Scale (MSCS), and the Family Environment Scale (FES). In addition, data from students' cumulative folders were analyzed: grade point averages, attendance data, standardized test scores, and disciplinary referrals (if any). Students also answered questions on a 14-item researcher-generated questionnaire. The questions, Likert in nature, assessed students' feelings and perceptions about their family and school environments, as well as their parent relationships.;It was hypothesized that (1) there would be a difference between academic performance, daily absenteeism rate to school, classroom behavior, and attitudes towards school of African-American high school students who have (or have had) at least one incarcerated parent as measured by students' transcripts, standardized test data, school attendance records, and teacher-generated disciplinary referrals and (2) there would be a difference on the variables of depression, self concept, and family environment among African-American adolescent high school students who have (or have had) at least one incarcerated parent and (a) African-American adolescent high school students who lived with both parents and (b) African-American adolescent high school students who did not have an incarcerated parent but who lived with one parent as measured by the Children's Depression Inventory, the Multidimensional Self Concept Scale, and the Family Environment Scale.;The results of the study indicate that there were no differences in students who lived with both parents, in students who did not have an incarcerated parent but who lived with only one parent, and those who have (or have had) at least one parent incarcerated on the measures of depression, self concept, and family environment.;Further study is needed to determine the effects of parent incarceration on African-American school children.

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Garstka, Steven Alan Jr. "Student Perceptions of School Resource Officers." Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1594393466254999.

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Gray, Jennifer Varley. "Middle School Violence: A comparative study." Connect to online version at OhioLINK ETD Connect to online version at Digital.Maag, 1998. http://hdl.handle.net/1989/4783.

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Swartz, Kristin. ""Code of the Hallway": Examining the Contextual Effects of School Subculture on Physical Violence, Sexual Offending, and Nonviolent Delinquency." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1343154599.

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Nolan, Beverly Savoy. "Addressing School Failure and Recidivism Among 10-13-Year-Old Incarcerated Juveniles: A Case Study." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3190.

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Early involvement in delinquent behavior coupled with large academic deficiencies increase the chances of long-term offending over a lifetime. A 2012 Texas report on recidivism rates and types of judicial-related programs offered showed that 1-year reoffense rates for youth in secure placement rose slightly from 41.9% in 2007 to 43.3% in 2010. The primary purpose of this qualitative case study was to examine how a Texas-based juvenile probation department coordinated services to address the needs of incarcerated juveniles who are at risk of school failure and recidivism. Maslow's hierarchy of needs framework and Moffitt's developmental classification framework served as the conceptual framework for this study. This case study specifically examined the residential, education, and executive staff's perceptions on addressing school failure and recidivism and how division staff collaborates to provide educational services and behavioral modifications to youth between the ages of 10-13. Staff interviews provided personal perceptions of these collaborative services. The study triangulated data from interviews with three subsets (residential, education, and administration) of the juvenile department that included 4 juvenile administrators and 8 line staff members. Interview data were recorded, coded, and analyzed to identify common themes and perceptions. Identifying effective programs for delinquent youth who are chronic offenders is critical to their successful return to their home schools and can motivate a positive social change in behavior. My research findings indicated that when juvenile probation departments utilize effective collaboration of services with a holistic approach it can result in positive changes in behavior that decrease recidivism and school failure in delinquent youth.

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Barnett, Margaret Ann. "An analysis of student sexual harassment policies in central California schools." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2760.

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The purpose of this descriptive study was to determine if public school districts in California have policies which manage student-to-student sexual harassment in grades four through eight according to established criteria. Seven general questions were generated from the literature review and then subdivided into 23 specific questions. In the policy analysis, it was determined whether each of the 23 variables was included and how explicitly the information was stated according to a five-point Likert scale. It also was noted whether school district student sexual harassment policies matched the wording of the California School Boards Association sample policy on each item. The policies of 118 school districts from 14 central California counties were analyzed. Written surveys also were collected from the 118 districts and provided background information. Variables included the range of grades within districts (K-12/Adult, K-12, K-8, K-6, and 7-12), site of district, and location (urban, suburban, or rural). In addition, ten district administrators were contacted in telephone interviews. They were asked questions about the extent of student-to-student sexual harassment in their district and the effectiveness of their policies. Administrators also were questioned about the type and extent of preventive training provided by their district for students and staff members. There were no major differences between policies when analyzed by grade range, location, or size, and the analysis shows that even the best policies did not contain all the information which was recommended in the literature review. Four policies were assigned a rating of "good." There were 55 policies that were considered "average," 50 policies which were labeled "poor" and 10 policies which were "very poor." It was recommended that school administrators review their existing policies and revise them as necessary to reflect the findings of this study. It is further recommended that more extensive preventive training should be given to staff members and students. Further research should be done to determine how explicit student sexual harassment policies are in the other 44 California counties as well as school districts in other states.

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Ruck, Richard A. Jr. "A Descriptive Study of Law Enforcement Arrest Decisions, Administrative Actions, and Their Impact on Students' Exclusionary Outcomes in the Secondary School Environment." Thesis, East Stroudsburg University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747546.

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Public reaction after violent incidents in schools have led policymakers and school officials to institute security measures including zero tolerance policies and police officers. Researchers reported an increase in student arrest rates and exclusionary discipline rates for minor offenses after implementing these initiatives.

This study focused on student arrest rates and exclusionary discipline measures in two high schools among School Resource Officers (SRO)/School Based Police Officers (SBPO) and secondary administrators over two school years. Furthermore, the study examined the factors influencing arrest decisions of the School Resource Officers/School Based Police Officers involved. The data collected answered these questions: 1. What factors contribute to the School Resource Officers'/School Based Police Officers' decisions of whether to arrest students in the school setting? 2. How do zero tolerance approaches influence student arrest rates and student exclusionary discipline rates in schools that utilize School Resource Officers/School Based Police Officers? 3. What role do the School Resource Officers/School Based Police Officers have in the school environment?

A descriptive research method, utilizing interviews, surveys and student arrest and discipline information, was used to answer these questions. The participants in this study were selected using purposive sampling based on their assignment in a secondary school.

This study reported that there were similarities among the police officers regarding the factors affecting the arrest decisions. This was reasonably consistent with the research. Most students in the study were arrested at both site locations for minor misconduct in 2014-15 but major offenses in 2015-16. The exclusionary discipline rates were dependent on site location. This appeared to be an indication that it had little to do with the SROs/SBPOs assigned to the schools and much more to do with the administrative leadership within the respective schools.

The findings indicate a need for ongoing collaboration and communication between the supervisors of the schools and law enforcement agencies. Furthermore, the implementation of a positive approach to student behavior rather than a punitive approach may assist in reducing the amount of exclusionary outcomes. Lastly, training for the police officers related to interactions with misbehaving students may assist in changing their arrest decisions.

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Newberry, Avery. "Restorative processes and zero tolerance policies: Can they co-exist? An exploratory case study of an Ontario secondary school." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27541.

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School violence is an issue currently generating much policy and research attention. It has become a serious concern, not only because of its damaging effects but also because, it is linked to later anti-social and criminal behaviour. Typically, responses to school violence fall into three categories. This thesis explores the feasibility of restorative practices in Canadian schools that have zero tolerance policies towards violence. Hirschi's social bonding theory (1969) is used to support arguments for the need to shift from current punishment orientated responses to more restorative responses. In this inductive case study analysis of an Ontario secondary school it is observed that a peaceful/restorative culture can thrive, in conjunction with both restorative processes and zero tolerance policy.

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Saporu, Darlene F. "Suspended Opportunities? A Multi-level Analysis of the Role of School Climate and Composition in Shaping Racial Differences in School Punishment." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343747420.

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Robertson, Rebecca A. "Incarcerated youth| Challenges measuring academic progress in a juvenile hall school." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682275.

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The ever-changing implementations of assessing our students have driven instruction to focus on measuring academic growth for school improvement. Now that most of our nation has adopted the common core state standards to educate and prepare our students for college and career, the challenges will be even greater for those who are currently struggling such as many of the incarcerated youth.

According to the Juvenile Court Schools (JCS) fact sheet (Los Angeles County Office of Education; LACOE, 2012), many of the incarcerated youth generally "have serious gaps in their education and poor academic skills" (JCS Facts, bullet No. 4). Taking academic assessments can be challenging without external factors, but add in the fact that the student may be facing a life sentence in prison, placement in a group home or foster care facility away from family, or dealing with mental health issues drives the challenge of academic growth sometimes out of reach while incarcerated. Furthermore, the short period of stay in the incarcerated juvenile facility adds an even greater challenge to success or growth in their academic progress.

This study examined the challenges of measuring academic growth of incarcerated youth in a juvenile hall school facility. Through the use of mixed methods, a review of available student assessment data - increased frequent formative assessments, utilizing components of the RISE Educational Services and Total Educational Systems Support (TESS) Focused Adaptable- Structure Teaching (F.A.S.T.) Framework within the teacher's delivery of direct instruction - along with an online survey of the teachers' ability to collaborate in Professional Learning Communities (PLCs), and a focus group with those who spearheaded the implementation of the instructional method, teacher-leads and administrators, resulted in finding that a unique instructional method is needed for those students attending school in an incarcerated juvenile facility to measure academic growth.

The qualitative and quantitative data measured what needed to be continued, what needed to be stopped and what should be implemented regarding the instructional delivery, along with pre/post assessments of students who attended the incarcerated juvenile school facility and the dimensions of PLCs.

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Glenn, Jonathan W. "From School to Prison: Assessing the Impact of Non-systemic Contributors to the School-to-Prison Pipeline." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/cahss_jhs_etd/17.

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The school-to-prison pipeline is an expansive issue that impacts the educational and criminal justice systems in the United States. Traditionally, the research has linked the prevalence of the pipeline to factors based within school systems. These systemic factors include the use of zero tolerance policies, exclusionary disciplinary practices, and the presence of school resource officers. The proposed study aims to assess the impact of factors that perpetuate the school-to-prison pipeline that are non-systemic in nature. For the purposes of this study, the non-systemic contributors to the school-to-prison pipeline to be assessed are parental socialization, child self-control, learned noncompliance, child resilience, child problem behaviors, and child deviance. Scales for each non-systemic contributor were created and complied into a survey instrument. The study utilized an exploratory, quantitative methodology and non-experimental research using a survey approach in a cross-sectional design to assess the perceptions of non-systemic contributors of the school-to-prison pipeline among mental health professionals who service youth at risk for justice system involvement. A sample of 71 mental health professionals participated in the study. Results indicated that resilience predicted behavior problems in schools above and beyond any other non-systemic contributor. This finding produced wide-ranging implications for the manner in which children are socialized at home and disciplined at school.

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Mongan, Philip. "RAMPAGE SCHOOL SHOOTINGS: A CONTENT ANALYSIS OF MEDIA AND SCHOLARLY ACCOUNTS OF PERPETRATION FACTORS ASSOCIATED WITH THE PHENOMENON." UKnowledge, 2013. http://uknowledge.uky.edu/csw_etds/5.

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When school shootings occur in primary or secondary schools they draw a massive amount of media attention. Frequently, after the shooting stops, the media begins to prognosticate about the factors that led to the occurrence of the tragedy. However, there is a dearth of research examining those factors that are perpetuated by the media, as well as the factors that are most discussed in scholarly publications. Therefore, the aim of this research project was to explore the perpetration factors that have been perpetuated by the media, and compare those to the perpetration factors that are most frequently discussed by researchers. The study posed three research questions, which explored the factors that were most discussed, the differences between print news sources and journal articles in regard to the factors they discussed, and the possible changes of factors through time. The exploration of these research questions was based in social constructionist thought, as the theory provided a framework for exploring how the findings may impact subsequent prevention of the phenomenon. The study found that there were numerous factors discussed by the media and researchers, which broke down into school factors, cultural factors, individual factors, biological facts, and family factors. Through triangulation of available data the study also found that there were differences between the perpetration factors as they are discussed by the print news and scholars, as well as differences in discussion of factors through time. These differences indicate that prevention efforts may be hindered due to a faulty understanding of rampage school shootings, which is being perpetuated by the media. The findings also indicate several areas for future research to focus on, such as: exploration of other media formats, examining the constructs proposed by the research project, and exploring the methods that individuals involved with prevention determine the threat level of individuals who are viewed as posing a risk.

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COON, JULIE KIERNAN. "THE ADOPTION OF CRIME PREVENTION TECHNOLOGIES IN PUBLIC SCHOOLS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1109026986.

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Harris, Charlene, and Lisa R. Dunkley. "A Content Analysis of Newspaper Reports on School Violence in Trinidad and Tobago." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2965.

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Although violence in schools has received increasing attention in the media in Trinidad and Tobago over the past decade, the limited existing data on school violence is concerning. The present investigation utilizes newspaper articles from the three main newspaper outlets as textual data to explore the framing of school violence in Trinidad and Tobago. Research shows the manner in which the media report on school violence influences public perceptions, gives rise to particular attitudes and can influence decisions by policymakers (Jacobs, 2014). This investigation aims to assess for school violence using the question: How is school violence portrayed in print media in Trinidad and Tobago. Specifically, we will examine: 1) the characteristics of these reports on school violence in print media and 2) the similarities and differences between print news sources related to school violence. The exploration of these research questions will provide a framework for exploring how findings on school violence may impact public perception and subsequent prevention of school violence in Trinidad and Tobago.

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Hamlett, Laura E. "Common Psycholinguistic Themes in Mass Murderer Manifestos." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3493.

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Mass murder in the United States is increasing, yet understanding of mass murderers is still relatively limited. Many perpetrators compose manifestos, which include journals, blogs, letters, videos, and other writings. Previous research has indicated that personal messages are of great social and psychological importance; however, there remains an important gap in the current literature regarding studies specific to these manifestos. As such, the purpose of this qualitative multiple case study was to provide greater understanding of mass murderers' motives and mindsets through psycholinguistic analysis of their recorded words. The constructivist conceptual framework enabled gathering, analyzing, interpreting, and reporting thematic language from a purposeful sample of 12 American mass murderer manifestos, all of which were freely available online. The 6 research questions aligned with 6 psycholinguistic themes: ego survival and revenge; pseudocommando mindset: persecution, envy, obliteration; envy; nihilism; entitlement; and heroic revenge fantasy. Descriptive and analytical coding allowed for the identification of sentences and passages representative of each theme. Findings revealed a high degree of support for nihilism and ego survival and revenge, moderate support for heroic revenge fantasy and pseudocommando mindset, and limited support for entitlement and envy. These findings contribute to the existing literature, enhancing social change initiatives through increased understanding of mass murderers' communications and prompting further needed research. With greater awareness comes the potential for early identification and intervention, which may favorably impact psychology and law enforcement professionals and at-risk individuals.

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O'Neil, Madeline. "Does the School Day Matter? The Association Between Adolescent School Attachment and Involvement and Adult Criminal Behavior." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2990.

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Research with adolescence demonstrates school involvement and attachment greatly influences students' outcomes and choices outside of their school environment. Many studies have addressed whether delinquent behavior while in adolescence is associated with various aspects of schooling, but there is limited research looking at the long-term effects schooling has on criminal behavior in adulthood. The purpose of this study was to assess whether students' attachment to their school or involvement in extracurricular activities at school shapes students' outcomes in adulthood--specifically their criminality and likelihood of being arrested. In addition, this study took on a gendered relationship, examining how gender moderates the associations between attachment and adult crime, and involvement and adult crime. The study took a quantitative approach using Waves 1 and 4 of the National Longitudinal Study of Adolescent Health. Findings indicate that a students' attachment to school is negatively associated with the likelihood of being arrested as an adult. In addition, the likelihood of adult criminal behavior is negatively associated with students' school involvement. Lastly, in this study I found that gender acts as a moderating mechanism between attachment and criminality, as well as sports involvement and arrested as an adult. Thus, this research adds to the established field, which has demonstrated how school involvement and attachment improve outcomes in adolescence, by showing that these positive experiences impact downstream outcomes such as criminal behavior in adulthood.

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Morgan, Mark A. "Too Cruel for School: Exclusionary Discipline and the Incorrigible Student." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535467231530543.

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30

King, Mikayla V. "Positive School Bond as a Moderator of Parent-child Relationship Effects on Repeat Offending." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586454642822923.

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31

Pesta, Racheal Pesta. "Assessing Ethno-Racial Differences in the Pathways from School Exclusion to Criminal Offending: A Theoretically Integrative Approach to Understanding the School to Prison Pipeline." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1503042662677665.

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Stutzenberger, Amy L. "Exploring Pathways of Bullying Victimization: A Test of Two Competing Victimization Theories to Better Understand Risk of Bullying Experiences Among Middle School Youth." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1595844531213517.

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Deryol, Rustu. "Lifestyle, Self-Control, and School-Based Violent Victimization in Turkey." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439308217.

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34

O, SooHyun. "Street Codes and School Victimization:Analyses of U.S. and South Korean Students." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1560867624429456.

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35

Thompson, Mitchell Andrew. "Juvenile Commitment Rate: The Effects of Gender, Race, Parents, and School." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/993.

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The purpose of this study was to analyze those factors that affect the commitment rate of juveniles and how outside variables such as gender, race, parents, and school attendance affect the commitment rate of crime and delinquency. The variables used for this study came from the Gang Resistance Education and Training (G.R.E.A.T.) data collected by Esbensen and Osgood (1999). The analysis revealed that females are more likely to have a higher commit rate than males, that Whites have a higher commit rate than other races, that those juveniles living with their father have a lower commit rate than those living with others, and those juveniles who do not attend school often are less likely to commit crimes and delinquent actions than those who attend more often.

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Randa, Ryan W. "The Impact of Disorder and Fear on the Routine Activities of High School Students." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243287208.

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Johnson, Eileen B. "SCHOOL SECURITY: A COLLABORATIVE APPROACH- SUPERINTENDENTS AND POLICE CHIEFS IN NEW JERSEY." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/592931.

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Educational Leadership
Ed.D.
In an era when school shootings make front page headlines, school security is of major importance to community members, school superintendents, police chiefs, parents, and students. School district leaders and local law enforcement officials generally work together to ensure the safety of their community’s children. The nature of the relationships that form over time vary depending upon a range of factors related to the collaborators and their circumstances. The questions that remain to be answered are: What is actually happening behind closed doors to ensure the safety of students in New Jersey schools? What relationships exist between school superintendents and local police chiefs? How do these relationships lead to security practices that can further protect children in school? This study employs mixed methods to examine the relationships between school district leaders and local police officials. The researcher conducted a quantitative survey of superintendents and police chiefs in New Jersey, along with qualitative interviews of superintendents to gather in-depth information on the relationships that currently exist. The information that has been gathered can be used to increase opportunities for improving school security. While the audience for the study is primarily practitioners in the fields of education and law enforcement, it is relevant for anyone who cares about the safety of schoolchildren in their community. The findings of this study show that collaboration can lead to strong working relationships between superintendents and police chiefs and is an essential element in their mutual quest to provide enhanced school security for students in New Jersey schools.
Temple University--Theses

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Goebel, Stefanie Elizabeth. "School peer sexual harassment and teen dating violence: What's the difference?" Thesis, The University of Arizona, 2003. http://hdl.handle.net/10150/278813.

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The relationship between perpetrator and target, as a factor in school peer sexual harassment, has been particularly neglected (Stein, 1999). This relationship spans nonromantic and romantic interest between peers. This paper focuses on peer relationship, as a dimension of overlap and intersection between peer school sexual harassment and dating violence. My project is a qualitative interview-study of the sexual harassment experiences of eighteen 13 to 20-year-olds, particularly where there is romantic interest involved between harasser and target. The study's findings show school sexual harassment and teen dating violence to overlap and intersect in the areas of behavior (physical or nonphysical), relationship (romantic or nonromantic), and location (more private to more public places at or away from school). Important contextual information about school sexual harassment revealed by the data includes: (1) school sexual harassment occurring in all peer relationships, including dating and ex-dating relationships, (2) patterns of school sexual harassment behavior that resemble obsessive control in stalking and dating violence, (3) the protracted or violent nature of the harassment (like dating violence), and (4) the high levels of upset and injury experienced by the target (similar to dating violence). My results suggest that peer relationship context is critical to understanding significant aspects of peer sexual harassment, including the power and gender dynamics which underlie the behaviors, and to revealing its similarities and overlap with dating violence.

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De, LA Cruz Jesse S. "Mexican American / Chicano gang members' voice on social control in the context of school and community| A critical ethnographic study in Stockton, California." Thesis, California State University, Stanislaus, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633628.

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The purpose of the study was to examine what role social control, in the context of family, school, and community, played in the participants' decision to join gangs in their adolescent years. The study examined the lives of four male ex-gang members over the age of 18, with extensive criminal records and poor academic histories. Participants were chosen from a Stockton reentry facility where ex-offenders were in the process of improving their lives by breaking the chains of street gang involvement, criminality, and incarceration.

The findings revealed that social control administered by family, school, law enforcement, and community all played a significant role in shaping each participant's decision to join his prospective gang in adolescence. The researcher found that while the family life of the participants was the prime mover in terms of a nudge toward gang life, school was also a place where they were constantly devalued, in large part because educators did not understand them, and the teachers arrived to their classrooms ill equipped for the realities of teaching in schools located in violence-ridden neighborhoods where the youth suffered morbid and multiple exposure to trauma. In fact, the teachers and law enforcement's inept ways of addressing the participant's maladaptive behaviors—with a propensity for handling all issues with punitive measures—ended up creating incentives for the participants to join a gang.

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Irby, Decoteau Jermaine. "Understanding the Zero Tolerance Era School Discipline Net: Net-widening, net-deepening, and the cultural politics of school discipline." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/46813.

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Urban Education
Ph.D.
School safety is widely recognized as an ongoing problem in United States public schools. Guided by the New Right, the school safety problem has been framed as an issue of school crime, violence, and student misbehavior that is best mitigated by zero tolerance policies. This stance has emerged as an agenda that has proven disproportionately detrimental to poor urban students of color who have experienced unforeseen levels of punishment since the Gun Free Schools Act of 1994 endorsed zero tolerance. Despite mounting evidence that zero tolerance approaches to discipline do little to deter school crime and violence or make schools safe, little ground has been gained in interrupting the ideology, policies, practices, and discourses of the zero tolerance agenda. The dissertation study theorizes and explores how ideology, cultural-politics, and discourse foster the tendency for policy creation and codification to legitimize the New Right's official knowledge of zero tolerance ideology and policy as a panacea for the school safety problem. To accomplish this, I conducted an ethnographic content analysis of codes of student conduct to examine the imbued ideologies, discourses, and policy changes that emerge from the cultural politics of managing school discipline over the last 15 years. Through this process, I lend empirical credence to the concepts of net-widening and net-deepening. With these guiding concepts, I push the field beyond the zero tolerance discourse on school safety and discipline to establish a generative alternative to understanding school discipline policies called the school discipline net framework. The results of the study establish a precedent for thinking more deeply and creatively about the perils and possibilities of school discipline policies. Major findings include the identification of several school policy changes that make the discipline experience both increasingly likely and potentially more punitive for students. Finally, through substantiating the school discipline net as a framework for discoursing, researching, guiding policy creation, and recognizing and locating sites of agency, this work establishes that it is indeed possible to engage issues critical in the field in ways that can transfer into the highly politicized school policy context dominated by New Right ideologies and discourses.
Temple University--Theses

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Leung, Lai-yee Catherine, and 梁麗儀. "From school-rule breaking behaviors to roaring behaviors: a constitutive-Foucaultian perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31245638.

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42

Iannuzzi, Victoria N. "School Shootings in the United States from 1997 to 2012: A Content Analysis of Media Coverage." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6866.

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This study is a content analysis of news articles of school shooting incidents that occurred within the United States between 1997 and 2012. This paper was designed to (a) address the current profile of school shooting offenders and offenses, (b) assess a proposed typology of school shootings, (c) consider common case processing characteristics for offenders of school shootings incidents, and (d) address the potential for offender and offense characteristics to affect the amount of media coverage an incident receives. The database of “Major School Shootings in the United States Since 1997” by the Brady Campaign to Prevent Gun Violence was used to compile a sample of 101 incidents in which a single offender committed a school shooting. To the extent possible, media accounts were used to corroborate details of each school shooting incident. Data pertaining to the offender characteristics, case processing characteristics, offense characteristics, characteristics regarding a typology, and media coverage characteristics were examined. The current profile and typology were, for the most part, upheld. Six variables proved to be significantly related to the total amount of media coverage an incident received: mental health history, school-related mass murder type, offender/victim type, total victims injured or killed, region of the U.S., and year of incident occurrence. Of these variables, three remained significant in a regression analysis: the school-related mass murder type, region of the U.S., and year of incident occurrence were predictive of the amount of media coverage an incident received. Implications and limitations of this study are discussed, and directions for future research are suggested.

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43

Van, Geem Stephen G. "Status and Slaughter: The Psyco-social Factors that Influence Public Mass Murder." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/470.

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Even though public mass shootings are relatively rare, they represent an atypical form of violence that is both sudden and yields an unprecedented amount of carnage; for these reasons, an inordinate amount of scholarship has been produced in order to isolate both the causes and effects of these rampages. As there is no clear cut and universal cause, over the past forty years numerous factors have been offered to account for these types of shootings, including bullying, peer relations, family problems, cultural conflict, demographic change, mental illness, gun culture, copycatting, and the media. While there appears to be an element of truth in each of these perspectives, all of these isolated factors focus upon only one or two surface-level influences, thus ignoring the possibility that multiple and distinct causes are interacting with one another. The aim of this study is to construct a meaningful model of motivation that is common to each situation, is to build upon psycho-social theories of crime, and to highlight which combination of specific background factors and processes is necessary to produce these vicious massacres. To answer the underlying research question, "Why do certain individuals elect this specific line of action?" this thesis will first provide a review of the relevant literature, will then emphasize three key social and psychological predisposers that combine together to negatively influence the individuals involved, and will subsequently highlight five separate and unique case studies in order to examine the proposed model.

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Carver-Dickens, Krystal. "From Education to Incarceration: A Study of School Process Affecting Disproportionate Minority Contact within Hardin County’s Juvenile Justice System." TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3106.

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This study seeks to understand how school processes affect disproportionate minority contact within the Hardin County Juvenile Justice System. A study completed by Lovell and Drummond (2016) in conjunction with the Hardin County BRIDGES Council, is used as the foundation for the current research. The original research, along with several others, examined disproportionate minority contact (DMC) after the student had been referred from their respective schools to the juvenile court system. The current study investigates 858 juvenile court records, with permission of the Hardin County Juvenile Judges, and examines school information included in the court records related to the student in correlation to race. School data was collected from the court cases to identify points of DMC that begin within the school system, which ultimately led to their referral to the juvenile court system.

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Robby, Matthew Ashley. "Evaluation of the operation New Hope Alternative School and lifestyle improvement program for at-risk juveniles." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1580.

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Gialopsos, Brooke A. M. S. "For Whom the School Bell Tolls: Explaining Students’ Fear of Crime and Perceptions of Risk." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1321641936.

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47

Ramey, David M. "The Social Control of Childhood Behavior via Criminalization or Medicalization: WhyRace Matters." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1402929918.

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Bestolarides, Paul Andrew. "Attitudes of California Department of Corrections educators toward inmate learners." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2647.

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Purpose of the study. The purpose of this study was to examine the attitudes of correctional educators in the California Department of Corrections toward their inmate learners. Procedure. A total of 228 surveys were mailed out and 156 correctional educators from the 23 correctional institutions in operation as of January 1993 responded. A systematic sampling process for selecting the survey participants, based upon a percentage or like number of vocational and academic educators, was utilized. Eight research questions were analyzed by means of one- and two-way Multivariate (MANOVA) analyses, Univariate (ANOVA) analyses, Wilks' Lambda, frequency and percentage results derived from the survey instrument. Findings. The attitudes of correctional educators seriously impact the probability of educational success as defined by breaking the cycle of recidivism by providing training and instruction to inmate learners. The data indicated that a majority of the correctional educators possess a positive attitude toward their jobs as indicated by their desire to remain in their teaching or instructional position. The data also indicated positive attitudes toward the inmate learner, and generally showed sensitivity toward inmates with learning disabilities. The data showed no relationship between gender of educator or inmate learner, or the number of years spent by the educator in either the public or private educational system to correctional educators' attitudes toward inmate learners. Implications for future research, training and educational policy development in the correctional education setting are provided.

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Vah, Seliskar Holli Jeanne. "MOVING FROM BAD KID ISLAND TO SECOND CHANCE COMMUNITY:A CASE STUDY OF AN ALTERNATIVE AND RESTORATIVE SCHOOL." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531918850145748.

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50

Wilson, Patricia Lynn. "Educational strategies meet the needs of Juvenile offenders." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1984.

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Dissertations / Theses on the topic 'School of Criminology'

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