Exposure to crime and academic achievement: A case study for Costa Rica using PISA data

Giménez, Gregorio; Barrado, Beatriz

doi:10.1016/j.stueduc.2020.100867

Cited by 16 publications

(15 citation statements)

References 47 publications

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“…Using a large sample of 15-year-old Costa Rican students, the novel findings of this study revealed that attending schools that were situated in districts with higher homicide rates and cocaine confiscations increased the probability of being a victim of peer physical aggression at school. These results are consistent with previous literature that has noted the relationship between homicide rate and academic achievement (Gimenez & Barrado, 2020;Jarillo et al, 2016), and between exposure to community violence, through witnessing and through direct victimization, and peer group social maladjustment, in the form of aggression, peer rejection, and bullying by peers (Schwartz & Proctor, 2000). Though we could not conclude that peer physical victimization was caused by crime exposure or previous psycho-traumatic experiences due to known limitations of our study, these findings still confirmed the fact that there is a connection between crime rates at district level and peer physical victimization at school.…”

Section: Discussionsupporting

confidence: 93%

Are homicide and drug trafficking linked to peer physical victimization in Costa Rican schools?

Giménez¹,

Tkacheva²,

Barrado³

2021

Psychology of Violence

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research project number EDU2016-76414-R] and the Gobierno de Aragón [research project number S44_20R: SEIM]. They provided the funds to finance the article review process and proofreading. We wish to express our gratitude to the members of the Estado de la Educación program, in Costa Rica, for their valuable ideas and technical support. We also thank two anonymous reviewers and Dr. Miguel Villodas, senior consulting editor, whose suggestions helped to improve and clarify this manuscript.

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Section: Discussionsupporting

confidence: 93%

Are homicide and drug trafficking linked to peer physical victimization in Costa Rican schools?

Giménez¹,

Tkacheva²,

Barrado³

2021

Psychology of Violence

Self Cite

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“…Based on the foregoing, it would be most correct to consider "combating crime" as a term that unites all the activities. Prevention should become relevant when it comes to a potential but not yet conceived crime (prevention) [7][8][9]; about a crime conceived and prepared but not yet committed at the stage of preparation (prevention) [10,11]; about a crime started but still unfinished at the stage of attempt (suppression) [12]. If a crime is over, then it is time to carry out measures to combat (identification, disclosure, investigation, etc.)…”

Section: Resultsmentioning

confidence: 99%

Prevention of crime by criminal law and operational-search means

et al. 2021

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In the early 2000s, the Russian legislator massively introduced the term “preventing crime” into regulations thus replacing the concept of “fighting against crime”. Thus, the changes influenced federal law No. 130-FZ “Combating Terrorism” dated 25 July 1998 and many other laws. The very concept of the state’s response to violation of the established prohibitions has changed. If in the old version of the laws, punishment for committing a crime was the main preventive measure, then in the new understanding the key efforts of the state should have been focused on preventing the very event of a crime. On the one hand, this is an absolutely correct step, since it is much more profitable for the state (in socio-economic, political and other respects) to keep the population from violating the established rules than to be forced to launch a complex and expensive criminal procedural mechanism (to identify, disclose, investigate crimes, consider them in court, execute punishment, etc.). On the other hand, in the new laws, the term “prevention” is used ambiguously, to both characterise “crime prevention” activities and characterise “crime control” activities. The research objective is to find the most optimal ways to eliminate theoretical and practical contradictions arising from the law enforcement in connection with the tautology of the texts of federal laws in the field of combating crime. In the course of the research, the dialectical method of cognition was used, as well as general scientific (analysis and synthesis, induction and deduction, logical, systemic and structural methods) and specific scientific methods of cognition (historical, statistical and formal-legal). It is proposed to unify the definition of “combating crime” by introducing the same definitions into the federal law “Operational Investigative Activity”, “Countering Terrorism”, and other regulatory documents related to “combating crime”.

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“…Boys and girls from households with Internally Displaced Persons (IDPs) have been the most vulnerable to the effects of armed con"ict on educational achievement (Brown & Velásquez, 2017;Buvinić et al, 2013). Children from displaced households had not academically performed as well as other students (Akresh & De Walque, 2008;Gimenez & Barrado, 2020;Kadir et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…The impact of forced displacement is evidenced in the quality of life of household members, generating a negative context for their educational processes (Avendaño-Villa et al, 2015;Gimenez & Barrado, 2020). There are factors associated with forced displacement, such as household poverty, which generate direct consequences on the academic performance of students (Bernardo & Baranovich, 2014;Navarrete et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Gender Inequalities in Academic Achievement among Internally Displaced children in Colombia

Árias

Espinel

González-Cogollos

2020

Rev.latinoam.cienc.soc.niñez juv

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Using 2015 data of the Colombia Demographic and Health Survey, we investigated the incidence of belonging to a household with an Internally Displaced Person (IDP) on the likelihood of grade retention by sex. Particularly, a bivariate logistic regression was used to identify the correlation between families with IDP and children’s gender on the probability of repeating a school year. Boys’ were negatively affected when they live in an IDP household. Also, boys had a higher likelihood of repeating a grade. We need to know how to act upon the social determinants that create social gaps and disadvantages across IDP, but also, to align with Sustainable Development Goals to eliminate gender inequalities.

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Exposure to crime and academic achievement: A case study for Costa Rica using PISA data

Cited by 16 publications

References 47 publications

Are homicide and drug trafficking linked to peer physical victimization in Costa Rican schools?

Are homicide and drug trafficking linked to peer physical victimization in Costa Rican schools?

Prevention of crime by criminal law and operational-search means

Gender Inequalities in Academic Achievement among Internally Displaced children in Colombia

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