Maximum Security: The Culture of Violence in Inner-City Schools

Payne, Charles; Devine, John

doi:10.2307/2654652

Cited by 6 publications

(8 citation statements)

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“…Second, SBLE may become involved in the process of administering student disciplinary sanctions, advising school principals and disciplinarians on how they ought to punish students (Kupchik, 2010). Third, SBLE may shift the overall climate of the school to one that is more punitive (Devine, 1996), relying on more formal responses to student behavior (e.g., suspension) rather than informal ones (e.g., corrective conversations with teachers). Fourth, SBLE may cause students to engage in more problem behaviors if students interpret their presence as a sign that behavior problems are normative.…”

Section: Discussionmentioning

confidence: 99%

“…Of particular relevance may be the impact on other aspects of perceived school climate besides feelings of safety. Ethnographic work has linked SBLE to feelings of isolation among students (Nolan, 2011), and also deteriorating student–teacher relationships (Devine, 1996). A few quantitative studies have examined related phenomena (e.g., Fisher et al, 2019; Theriot, 2016), but this evidence base would benefit from more attention to school climate outcomes.…”

Section: Discussionmentioning

confidence: 99%

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School‐based law enforcement strategies to reduce crime, increase perceptions of safety, and improve learning outcomes in primary and secondary schools: A systematic review

Fisher,

Petrosino,

Sutherland

et al. 2023

Campbell Systematic Reviews

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BackgroundSchool‐based law enforcement (SBLE) has become a common intervention. Although SBLE is meant to make schools safer, critics suggest it may not accomplish this purpose, and may have unintended negative consequences such as increasing students’ exclusionary discipline or contact with the criminal justice system. There may also be secondary effects related to perceptions of the school or student learning.ObjectivesThe purpose of this review is to synthesize the literature evaluating the use of SBLE, including outcomes related to (a) crime and behavior problems; (b) perceptions of safety; and (c) learning.MethodsWe conducted a systematic literature search to identify studies that examined outcomes associated with SBLE use. Eligible studies used experimental or quasi‐experimental designs; included samples of students, teachers/staff, schools, or school districts; reported on a policing strategy focused on crime prevention or school safety that did not involve officers teaching a curriculum; included a measure that reflects crime and behavior problems, perceptions of safety, or learning; and were in a primary or secondary school. Following a multi‐stage screening process to identify studies eligible for inclusion, we estimated a series of meta‐analytic models with robust variance estimation to calculate weighted mean effect sizes for each of three main categories of outcomes and commonly occurring subsets of these categories. We examined heterogeneity in these estimates across features of the primary studies’ design.ResultsThe search and screening process yielded 1002 effect sizes from 32 reports. There were no true experiments, and the quasi‐experiments ranged from strictly correlational to permitting stronger causal inferences. SBLE use was associated with greater crime and behavior problems in studies that used schools as the unit of analysis. Within this category, SBLE use was associated with increased exclusionary discipline among studies that used both schools (g = 0.15, 95% confidence interval [CI] [0.02, 0.27]) and students (g = 0.003, 95% CI [0.002, 0.003]) as the unit of analysis. SBLE use was not associated with any measures of crime or violence in schools. SBLE use was associated with greater feelings of safety among studies that used schools as the unit of analysis (g = 0.18, 95% CI [0.13, 0.24]), although this estimate was based on only seven effect sizes from two correlational studies. All the other models, including those examining learning outcomes, yielded null results. None of the moderators tested showed meaningful relationships, indicating the findings were consistent across a variety of study design features.Authors’ ConclusionsThis study's findings provide no evidence that there is a safety‐promoting component of SBLE, and support the criticism that SBLE criminalizes students and schools. Although we found no evidence of differences across methodological features, risk of bias in the primary studies limits our confidence in making causal inferences. To the extent that the findings are causal, schools that invest in strategies to improve safety will likely benefit from divesting from SBLE and instead investing in evidence‐based strategies for enhancing school safety. Schools that continue to use SBLE should ensure that their model has no harmful effects and is providing safety benefits.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

School‐based law enforcement strategies to reduce crime, increase perceptions of safety, and improve learning outcomes in primary and secondary schools: A systematic review

Fisher,

Petrosino,

Sutherland

et al. 2023

Campbell Systematic Reviews

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“…Other work has found SROs make school climates less inclusive (Kupchik, 2010;Samuels-Wortley, 2021;Theriot, 2016). Ethnographic research found that when police were added to schools, teachers yielded much of their responsibility for managing student behavior to the police (Devine, 1996; see also Shedd, 2015).…”

Section: Non-criminalization Sro Impactsmentioning

confidence: 99%

The Third Administrator? Perceptions of School Resource Officers in Predominantly White Elementary Schools

Viano

Curran

Fisher

et al. 2023

Educational Administration Quarterly

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Purpose: While studies of collective leadership tend to focus on administrators and teachers, schools have other staff present that contribute to leadership in ways that affect the students. We focus on school resource officers (SROs), which have become increasingly common in suburban, predominately White schools and elementary schools because, absent law enforcement responsibilities, little is known about SROs in these settings. We examine perceptions of SRO impacts while exploring differences across roles and between White and non-White participants. Methods: The study is mixed methods, drawing on interviews, focus groups, and surveys of SROs, administrators, teachers, students, and parents. The setting is a suburban county with SROs in all elementary schools. Findings: We describe seven domains of SRO impacts ranging from school climate to learning environments. SROs are often seen as providing general assistance similar to a vice principal, with some describing SROs as an auxiliary “third administrator.” In addition, SROs tend to over-estimate their positive effects compared to school-based stakeholders and underestimate their role in student discipline compared to non-White stakeholders. Implications for Research and Practice: Understanding that SROs in elementary schools can be seen as part of schools’ collective leadership helps us to understand the influence they have on students and the school environment. We question the appropriateness of SROs inclusion in collective leadership, suggesting school leaders not rely on SROs for non-law enforcement duties, if at all. The results have implications for future collective leadership studies and understanding why efforts to remove police from schools have often stalled.

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“…It is not uncommon to see security cameras (CCTVs) in hallways and entrances, capturing on tape the goings-on of school life. What supports most video cameras in schools is the belief in the power of deterrence to maintain control of young people (Devine, 1996;Robinson, 2001). However, what this inmate had in mind was different from what supported most video surveillance.…”

mentioning

confidence: 99%

“…Field notes, interview excerpts, and examples presented here are not meant to reflect conditions in all schools; rather, they point to potential outcomes of zero tolerance as it is implemented. They are meant to highlight trends seen in extant research (see, e.g., Devine, 1996;Dunbar, 2001;Skiba & Leone, 2001). After examining the rationale and consequences of zero tolerance policy, the article concludes with suggestions for policy makers, school administrators, and consultants who seek to develop appropriate school discipline policies.…”

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confidence: 99%

Zero Tolerance Policy in Schools: Rationale, Consequences, and Alternatives

Casella

2003

Teachers College Record: The Voice of Scholarship in Education

147

110

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This article discusses theory and related policies that support zero tolerance policy in schools, including rational choice theory in criminology and national crime policies based on deterrence. Potential consequences of zero tolerance policy implementation in schools are also described. These consequences are shown to involve outcomes similar to those identified by researchers who have studied national crime policy, especially in relation to incarceration. Drawing from the qualitative data, anecdotal evidence, and related research, the article concludes with suggestions for violence prevention based on a model of restorative justice, including a practical agenda for what schools may do to prevent violence and to discipline students who act aggressively.

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Maximum Security: The Culture of Violence in Inner-City Schools

Cited by 6 publications

References 0 publications

School‐based law enforcement strategies to reduce crime, increase perceptions of safety, and improve learning outcomes in primary and secondary schools: A systematic review

School‐based law enforcement strategies to reduce crime, increase perceptions of safety, and improve learning outcomes in primary and secondary schools: A systematic review

The Third Administrator? Perceptions of School Resource Officers in Predominantly White Elementary Schools

Zero Tolerance Policy in Schools: Rationale, Consequences, and Alternatives

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