Studying Urban School Discipline

Nolan, Kathleen

doi:10.5749/minnesota/9780816675524.003.0001

Cited by 63 publications

(136 citation statements)

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“…Rather than construing these results as “non-findings,” however, we consider our analysis of theoretically plausible mechanisms to be a necessary analytic step toward disentangling why arrest is so consequential to educational attainment. Indeed, by ruling out the importance of such person-level mechanisms, we direct attention to the importance of institutional responses and the increasingly punitive “zero tolerance” educational climate (Nolan 2011) along the path to dropout. Institutional reactions to an arrest record may also work to narrow options available to college-seeking students, making community college the only viable option for higher education.…”

Section: Resultsmentioning

confidence: 99%

“…Hirschfield’s (2003, 2008a) student-focused account is thus not as divergent as it might first appear from Mayer’s (2005) evidence garnered from school officials about the use of exclusionary practices. In particular, informal status hierarchies among students might not penalize arrest, but to those charged with institutional control, arrest constitutes an official marker of state judgment (see also Nolan 2011). To the extent that reactive exclusionary policies of expulsion or assignment to alternative programs creates educational instability, frays a student’s bonds to school, or facilitates association with deviant role models, school dropout may be the end result (see, e.g., Bowditch 1993; Kelly 1993; Skiba and Peterson 1999).…”

Section: Criminal Stratification and The Life Coursementioning

confidence: 99%

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Juvenile Arrest and Collateral Educational Damage in the Transition to Adulthood

2012

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Official sanctioning of students by the criminal justice system is a long-hypothesized source of educational disadvantage, but its explanatory status remains unresolved. Few studies of the educational consequences of a criminal record account for alternative explanations such as low self-control, lack of parental supervision, deviant peers, and neighborhood disadvantage. Moreover, virtually no research on the effect of a criminal record has examined the “black box” of mediating mechanisms or the consequence of arrest for postsecondary educational attainment. Analyzing longitudinal data with multiple and independent assessments of theoretically relevant domains, this paper estimates the direct effect of arrest on later high school dropout and college enrollment for adolescents with otherwise equivalent neighborhood, school, family, peer, and individual characteristics as well as similar frequency of criminal offending. We present evidence that arrest has a substantively large and robust impact on dropping out of high school among Chicago public school students. We also find a significant gap in four-year college enrollment between arrested and otherwise similar youth without a criminal record. We assess intervening mechanisms hypothesized to explain the process by which arrest disrupts the schooling process, and, in turn, produces collateral educational damage. The results imply that institutional responses and disruptions in students’ educational trajectories, rather than social psychological factors, are responsible for the arrest-education link.

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Section: Resultsmentioning

confidence: 99%

Section: Criminal Stratification and The Life Coursementioning

confidence: 99%

Juvenile Arrest and Collateral Educational Damage in the Transition to Adulthood

2012

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“…Some have argued that bringing police officers onto school grounds reinforces the association between the educational system and the criminal justice system and promotes the spill-over of legal cynicism and mistrust from the police to schools administrators and teachers. Furthermore, by relying on only professional security guards or police to administer punishments that seem to far outweigh the crimes, teachers undermine their own legitimacy as authority figures and weaken the social bonds of trust necessary in the classroom (Arum 2003, Devine 1996, Harding 2010, Kupchik 2011, Nolan 2011, Sanchez-Jankowski 2008, Sullivan 2007). …”

Section: Alternative Explanationsmentioning

confidence: 99%

School Violent Crime and Academic Achievement in Chicago

Burdick–Will

2013

Sociol Educ

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Educational outcomes vary dramatically across schools in the United States. Many under-performing schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students’ educational experiences. However, estimating the effect of school violence on learning is difficult due to potential selection bias and the confounding of other school-level problems. Using detailed crime data from the Chicago Police Department, complete administrative records from the Chicago Public Schools, and school climate surveys conducted by the Consortium on Chicago School Research (2002–10), this study exploits variation in violent crime rates within schools over time to estimate its effect on academic achievement. School and neighborhood fixed-effects models show that violent crime rates have a negative effect on test scores, but not on grades. This effect is more likely related to direct reductions in learning, through cognitive stress and classroom disruptions, than changes in perceived safety, general school climate, or discipline practices.

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“…Consequently, they may align their behaviors with their beliefs about their peers’ behaviors and contribute to an increase in victimization. Moreover, heavily securitized schools may contribute to a sense of alienation and weakened social bonds (Devine 1996; Nolan 2011), thereby reducing the extent to which adolescents are invested in behaving in ways that conform to the school’s expectations (Hirschi 1969). …”

Section: Contrasting Theoretical Perspectives On School Security Measmentioning

confidence: 99%

School Security Measures and Longitudinal Trends in Adolescents’ Experiences of Victimization

Fisher

Mowen

Boman

2018

J Youth Adolescence

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Although school security measures have become a common fixture in public schools across the United States, research on the relationship between security and adolescent victimization is mixed, with very few studies examining trends in adolescent victimization across time. Using two waves of data from the Educational Longitudinal Study 2002 (N = 7659; 50.6% female; 56.7% White, 13.3% Black, 13.5% Hispanic, 11.3% Asian American, 5.4% other race), results from a series of multi-level models demonstrate that adolescents in schools with more security measures report higher odds of being threatened with harm, and no difference in odds of being in a physical altercation or having something stolen over time. Although prior research has established racial disparities in using school security measures, results demonstrate inconsistent patterns in the extent to which adolescents' race conditions the relationship between security and victimization. The findings are discussed in light of existing theoretical and empirical work, and implications for both research and practice are offered.

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Studying Urban School Discipline

Cited by 63 publications

References 0 publications

Juvenile Arrest and Collateral Educational Damage in the Transition to Adulthood

Juvenile Arrest and Collateral Educational Damage in the Transition to Adulthood

School Violent Crime and Academic Achievement in Chicago

School Security Measures and Longitudinal Trends in Adolescents’ Experiences of Victimization

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