School Crime and Punishment and the Implementation of Security Cameras: Findings from a National Longitudinal Study

Fisher, Benjamin W.; Higgins, Ethan M.; Homer, Emily M.

doi:10.1080/07418825.2018.1518476

Cited by 18 publications

(20 citation statements)

References 49 publications

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“…The first outcome of interest was the number of recorded school crime incidents at Time 2. Similar to prior research (Devlin & Gottfredson, 2018; Fisher, Higgins, & Homer, 2019; Na & Gottfredson, 2013), crimes were grouped into categories including nonserious violent crime, property crime, serious violent crime, weapon crime, and drug crime. Nonserious violent crime consisted of person offenses of a lower level of severity including physical attacks without a weapon and threats of physical attacks with or without a weapon.…”

Section: Methodsmentioning

confidence: 99%

School Crime and the Patterns of Roles of School Resource Officers: Evidence From a National Longitudinal Study

Fisher

Devlin

2019

Crime & Delinquency

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This study used national-level two-wave longitudinal data from school principals ( N = 850) to examine whether and the extent to which implementing school resource officers (SROs) with varying role profiles related to changes in crime recorded in schools and reported to police. We identified three common role profiles of SROs: Low Engagement, Full Triad, and Reactionary. Implementing SROs engaged primarily in law enforcement (i.e., Reactionary SROs) predicted increases in recording nonserious violent and property crimes and a decrease in reporting drug crime to the police, respectively. Implementing Full Triad SROs who were also engaged in additional roles (e.g., mentoring) predicted a reduction in recording nonserious violent crimes, but an increase in recording property crimes and reporting crime to law enforcement.

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Section: Methodsmentioning

confidence: 99%

School Crime and the Patterns of Roles of School Resource Officers: Evidence From a National Longitudinal Study

Fisher

Devlin

2019

Crime & Delinquency

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“…As conducted in prior school crime research utilizing SSOCS (see Devlin and Gottfredson 2018; Fisher, Higgins, and Homer 2019), three different measures of school crime were utilized because nature, contextual circumstances, and type of injury from these three crime classifications are incredibly distinct. Violent school crime (α = .69) is a count measure that was constructed by summing principals’ responses to eight questions about the frequency of violent crime at public school.…”

Section: Methodsmentioning

confidence: 99%

“…These two questions include the total number of recorded incidents of distribution, possession, or use of (1) illegal drugs and (2) alcohol. These three school crime measures were constructed as in prior SSOCS studies (see Devlin and Gottfredson 2018; Fisher et al 2019) and include incidents occurring before, during, and after normal school hours.…”

Section: Methodsmentioning

confidence: 99%

Context of Reception and School Violence: Exploring the Nexus of Immigration, Race/Ethnicity, Place, and School Crime

Peguero

Irizarry

Iwama

et al. 2021

Sociology of Race and Ethnicity

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Of course, ensuring safe environments in the U.S. educational system is paramount. It is also evident, however, inequalities associated with immigration, race/ethnicity, and situational context can impede school safety pursuits. Although prior research has revealed a pattern between “downward” assimilation and increased experiences with student-level violence and disorder for the children of racial/ethnic immigrants (i.e., first- and second-generation), investigations about school-level rates of violence and disorder associated with the context of reception remain uncertain. Our study seeks to contribute to the research about immigration, racial/ethnic inequality, education, and violence by examining the associations between context, school violence, and crime, and the schooling of children of immigrants by drawing on a context of reception conceptual framework to address three research questions. First, is there an association between an increasing proportion of children of immigrants and school crimes (i.e., violence, property damage, and substance use)? Second, are there differences linked to the context of reception (i.e., urban, suburban, town, and rural) in the association between the increasing proportion of children of immigrants and school crime? Third, are there racial/ethnic differences in the association between the increasing proportion of children of immigrants and school crimes in distinct contexts? Findings indicate that the children of racial/ethnic minority immigrants have significantly distinct associations with rates of school violence and crime across all contexts; however, there are important and distinctive nuances that are presented and examined.

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“…School CCTVs have become one of the most common measures for addressing school crime and violence (Fisher, Higgins, & Homer, 2019). CCTVs were one of the first surveillance technologies introduced in schools, now followed by biometric identification, radio frequency identification tags, and metal detectors (see Deakin et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Large-scale quantitative studies showed that school security measures do not affect students’ misbehavior (Fisher et al, 2018; Fisher, Higgins, & Homer, 2019; Servoss, 2017; Tanner-Smith et al, 2018). Another set of studies examined the relationships between school security measures and students’ perceptions of safety.…”

Section: Literature Reviewmentioning

confidence: 99%

School Surveillance in Context: High School Students’ Perspectives on CCTV, Privacy, and Security

Birnhack

Perry‐Hazan

2020

Youth & Society

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This study examines high school students’ perceptions of school closed-circuit television systems (CCTVs). It draws on interviews conducted with 83 adolescents recruited from 10th- to 12th-grade classes at 39 Israeli schools. The findings indicate that students’ perceptions of CCTVs are embedded in their overall opinions about their school, particularly concerning relationships and trust between students and educators. The various metaphors that students used to describe their relational position regarding school CCTVs highlight that surveillance has become part of the organizational–educational experience. The findings also show that students’ scrutiny of school CCTVs reflects a conflict between privacy and security concerns. Students resolve this conflict by resorting to various balances, which echo general constitutional principles but were also anchored in the students’ personal schooling experiences. While building on Nissenbaum’s framework of contextual integrity for assessing privacy violations, we challenge its assumption of a uniform set of informational norms within a given context.

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School Crime and Punishment and the Implementation of Security Cameras: Findings from a National Longitudinal Study

Cited by 18 publications

References 49 publications

School Crime and the Patterns of Roles of School Resource Officers: Evidence From a National Longitudinal Study

School Crime and the Patterns of Roles of School Resource Officers: Evidence From a National Longitudinal Study

Context of Reception and School Violence: Exploring the Nexus of Immigration, Race/Ethnicity, Place, and School Crime

School Surveillance in Context: High School Students’ Perspectives on CCTV, Privacy, and Security

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