Gangs in School: Exploring the Experiences of Gang-Involved Youth

Carson, Dena C.; Esbensen, Finn‐Aage

doi:10.1177/1541204017739678

Cited by 29 publications

(5 citation statements)

References 62 publications

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“…It must be noted, however, that a relatively small amount of variance (10%) in this low base rate behavior was explained by the variables included in this study. Other factors to consider include experiences of sexual violence before, after, or at school (De La Rue, Polanin, Espelage, & Pigott, 2017; Krauss, Krauss, O’Day, & Rente, 2005); violence, harassment, or electronic bullying against sexual minority students (Bouris, Everett, Heath, Elsaesser, & Neilands, 2016; Willging, Green, & Ramos, 2016); violence against racial/ethnic minority students (Basch, 2011); dating violence (National Center for Injury Prevention and Control, 2018); gang violence (Carson & Esbensen, 2017; Issurdatt, 2011); youth physical health factors, transportation, and aspects of home and neighborhood environments. A comprehensive understanding of absenteeism is needed.…”

Section: Discussionmentioning

confidence: 99%

Student’s Perceptions of School Safety

Williams

Schneider

Wornell

et al. 2018

The Journal of School Nursing

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This study examined the relationship of students' perceptions of school safety and school avoidance related to feeling unsafe with predictor variables: bullying victimization, student/teacher/parent/administration relations, rule clarity and consistency, school physical environment (negative and positive), and student's belongingness. In a public high school sample ( n = 585), 24.7% of students felt unsafe and 14.4% avoided school due to feeling unsafe during the past month. Being female and experiencing bullying was associated with feeling unsafe. However, after accounting for demographics and bullying victimization, perceptions of safety increased when students reported positive student and teacher relations, consistent rules, a clean school that is also crowded/noisy, and a sense of school belonging. Avoiding school because of safety concerns was related to decreased school belonging and teacher/student relationships, but not bullying. Focusing on enhancing the school climate/environment, facilitating student belongingness, and reducing bullying are ways school nurses can help promote safer schools.

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Section: Discussionmentioning

confidence: 99%

Student’s Perceptions of School Safety

Williams

Schneider

Wornell

et al. 2018

The Journal of School Nursing

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“…Others entered the workforce prematurely to support the household economically. In each of these cases, interviewees ended up neglecting other responsibilities, primarily dropping out of school or experiencing serious problems in school achievement, which translated into their poorer social capital in the future [ 55 , 56 ]. Criminal activity tends to dominate pro-employment attitudes and becomes a routine form of income generation [ 57 ] (p. 64).…”

Section: Results: Environment-related Risk Factors In Polish Offenders’ Criminal Careersmentioning

confidence: 99%

Risk Factors of Early Adolescence in the Criminal Career of Polish Offenders in the Light of Life Course Theory

Pękala

Kacprzak

Pękala-Wojciechowska

et al. 2021

IJERPH

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Life course theory (LCT) diagnoses childhood and adolescent factors that determine an individual’s involvement in crime in the future. Farrington lists eight key correlates identified by empirical analyses of criminal careers. In this paper, we seek to discuss the inconsistencies with LCT that we observed in our three empirical studies of the criminal careers of Polish offenders. During 12 years of qualitative research, we conducted direct observations and in-depth interviews in juvenile correction institutions (21) and prisons (8) across the country. We gained access to incarcerated (102) and released (30) juvenile offenders, as well as to incarcerated (68) and released (28) adult offenders. We also conducted in-depth interviews (92) with experts working with young and adult offenders. We similarly accessed some offenders’ criminal records and psychological opinions. Our study revealed the strong presence of family and neighborhood influences on early criminality. Contrary to LCT assumptions, state-dependent institutions (military, work, family) were not strong enough determinants of delinquency. Polish offenders generally experience criminal onset later than LCT-oriented criminologists indicate. Based on our data, we also agree with the thesis that the onset of crime should be discussed as different age-related periods rather than just a general onset.

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“…The study of gang membership in schools helped support the notion that gangs were indeed present in a majority of high schools in America, and that at least some of our attention should be focused away from the street corners, and into the classroom (Carson and Esbensen, 2019; Garot, 2010). The addition of network data, however, allowed gang scholars to see how much gangs were intertwined in the lives of non-gang members.…”

Section: Gang Network In Schoolsmentioning

confidence: 93%

Social networks and gangs: moving research forward with low-cost data collection opportunities in school and prison settings

Bouchard

2021

JACPR

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Purpose As useful as police data have been in furthering our knowledge of gangs and gang violence networks, not everything about gang networks can be learned from examining police data alone. There are numerous alternative sources of data that already exist on gang networks and some that can be developed further. This study aims to introduce existing research on social networks and gangs with a specific focus on prisons and schools. Design/methodology/approach This study reviews the existing empirical literature on gang networks in schools and prison settings and use the broader literature on social networks and crime to propose directions for future research, including specific suggestions on data collection opportunities that are considered to be low-cost; that is, strategies that simply make use of existing administrative records in both settings, instead of developing original data collection procedures. Findings The author found the existing literature on each of these settings to be quite limited, especially when the spotlight is put specifically on gang networks. These shortcomings can be addressed via low-cost opportunities for data collection in each of these settings, opportunities that simply require the network coding of existing administrative records as a foundation for gang network studies. Originality/value Investing in these low-cost network data collection activities have the potential for theoretical and empirical contributions on our understanding of gang networks, and may also bring value to practitioners working in school and prison settings as a guide for network-based planning or interventions.

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Gangs in School: Exploring the Experiences of Gang-Involved Youth

Cited by 29 publications

References 62 publications

Student’s Perceptions of School Safety

Student’s Perceptions of School Safety

Risk Factors of Early Adolescence in the Criminal Career of Polish Offenders in the Light of Life Course Theory

Social networks and gangs: moving research forward with low-cost data collection opportunities in school and prison settings

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