Violence, Street Code Internalisation and the Moderating Effect of the Status-Violence Norm in German Schools

Ernst, André; Lenkewitz, Sven

doi:10.18716/ojs/krimoj/2020.1.4

Cited by 3 publications

(4 citation statements)

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“…Other approaches include fixed effects models that only use the variation of the dependent variable between classes within the same schools. By taking the selectivity of students into particular schools into account, such models better capture causal effects (Ernst & Lenkewitz, 2020 ). On the other hand, our approach to using random-coefficient multilevel models enables us to explicitly account for classroom explanatory variables.…”

Section: Resultsmentioning

confidence: 99%

“…Thus, “physicality is a fairly common way of asserting oneself” (Anderson, 2000 :68). When successfully challenging somebody, street-oriented children increase their social status (Ernst & Lenkewitz, 2020 ). Decent families, in contrast, try to socialize their children by teaching them social norms and respect towards authorities.…”

Section: Theory and Researchmentioning

confidence: 99%

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Honor in the Wild

Windzio,

Baier

2023

Hum Nat

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Abstract“Culture of honor” means that individuals deter others by signaling their commitment to violent retaliation. We develop a multilevel explanation of cross-level interdependence of honor and violence. According to our concept of system-level honor, a social system is loaded with deterrence signaling if culture of honor is highly prevalent in the system. In line with the Smith and Price (1973, in Nature,https://www.nature.com/articles/246015a0) model, we argue that high system-level honor discourages Prober-Retaliator behavior: some individuals might tend to challenge others they assume to be inferior to increase their own reputation. Both individual culture of honor and system-level honor contribute to an increase in violence (H1; H2). However, as system-level honor and deterrence become more prevalent, the impact of individual honor diminishes because engaging in violent behavior becomes increasingly expensive within such a system (H3). As a second contextual effect, inequality in culture of honor should therefore increase violent behavior because it encourages Prober-Retaliator behavior (H4). We analyze the effect of culture of honor on school violence among 15-year-old adolescents. Disentangling the micro- and context-level effects of culture of honor on violent behavior in a multilevel analysis framework allows the estimation of a cross-level interaction using a large data set from more than 25,000 adolescents in more than 1,300 schoolroom contexts. Results are in line with our H3, but not with H4. Model-based predictions show that the deterrent effect must be unrealistically high to generate an equilibrium of average violence.

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Section: Resultsmentioning

confidence: 99%

Section: Theory and Researchmentioning

confidence: 99%

Honor in the Wild

Windzio,

Baier

2023

Hum Nat

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“…Additionally, the selection mechanism challenges the investigation of the action-generating mechanism (on this point, see also Ernst and Lenkewitz, 2020). Explaining and testing the action-generating mechanism presupposes the convergence between actors and their exposure to behavioural settings.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Crime is increasingly explained by reference to the interplay between person and environment (Barnum and Solomon, 2019;Beier, 2016;Berg et al, 2012;Ernst and Lenkewitz, 2020;Simons et al, 2014;Zimmerman, 2010). In this vein of research, Situational Action Theory (SAT; Wikström, 2006Wikström, , 2014Wikström et al, 2012) provides a particularly comprehensive and detailed framework that explicitly integrates person and environmental approaches, and puts their interplay at the centre of the explanation of crime.…”

Section: Introductionmentioning

confidence: 99%

Explaining cheating in schools with Situational Action Theory: Within-estimations using a German school panel

Ernst

Gerth

2021

European Journal of Criminology

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Wikström's Situational Action Theory (SAT) explains rule-breaking by reference to the cognitive perception-choice process, which indicates how a person's propensity to break rules interacts with the setting's criminogeneity. SAT's situational model claims that the interaction between personal morality and the moral norms of the setting, the so-called moral filter, is critical in the explanation of rule-breaking, and that the influence of self-control is subordinate to this process. Self-control becomes relevant when individuals whose personal morality discourages rule-breaking are exposed to settings in which the moral norms encourage rule-breaking, that is, if the moral filter is conflicted. Whereas most previous studies have equated the moral filter with personal morality, we consider the moral norms of the setting as well. This allows for a more rigorous test of the moral filter, and thus the conditionality of self-control. Here, we investigate student cheating, using data from two waves of a large-scale German school panel study, and we conceptualise the setting's moral norms by reference to the descriptive norm: other students’ cheating behaviour. This ensures the spatio-linkage between the setting's criminogeneity and rule-breaking, which is necessary for investigating SAT. Additionally, our estimation strategy – person and school fixed-effect models – controls for alternative explanations by the selection of people into settings with different levels of criminogeneity. Moreover, it controls for heterogeneity across persons and schools. The findings are in line with SAT's predictions. In cases of a correspondence between personal morality and the moral norms of a setting, students with rule-abiding morality are least likely to cheat, whereas students with a rule-breaking morality are the most likely to cheat. Also, in line with SAT, self-control only matters for students with rule-abiding morality when they are exposed to moral norms that encourage rule-breaking.

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Sozialräumliche Kontexteffekte in Nachbarschaften

Windzio,

Oeltjen

2024

Handbuch Sozialstrukturanalyse

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Violence, Street Code Internalisation and the Moderating Effect of the Status-Violence Norm in German Schools

Cited by 3 publications

References 0 publications

Honor in the Wild

Honor in the Wild

Explaining cheating in schools with Situational Action Theory: Within-estimations using a German school panel

Sozialräumliche Kontexteffekte in Nachbarschaften

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