Social Control in Schools: The Relationships between School Security Measures and Informal Social Control Mechanisms

Fisher, Benjamin W.; Gardella, Joseph H.; Tanner‐Smith, Emily E.

doi:10.1080/15388220.2018.1503964

Cited by 19 publications

(17 citation statements)

References 48 publications

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“…Along these lines, Theriot (2016) found that more interactions with SROs were associated with a decreased sense of school connectedness. Similarly, other research shows that students in schools with security personnel reported having poorer relationships with their teachers than students in schools without security personnel (Fisher, Gardella, & Tanner-Smith, 2019). As such, when SROs engage in roles beyond their law enforcement duties, more interactions between students and SROs may occur, potentially weakening student bonds to the school resulting in more crime.…”

Section: Impacts Of Sros By Rolesmentioning

confidence: 98%

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: Impacts Of Sros By Rolesmentioning

confidence: 98%

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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“…Only one of these studies (McCahill & Finn, 2010) examined the intersection of students’ perceptions and the school context, and its focus was on students’ social positioning. Quantitative studies exploring students’ perceptions of school security measures chose to focus on specific aspects (Fisher, Gardella, & Tanner-Smith, 2019; Johnson et al, 2018; Mowen & Freng, 2019) and pointed to the gap in the literature regarding the effect of CCTVs in different school contexts (Fisher, Gardella, & Tanner-Smith, 2019).…”

Section: Methodsmentioning

confidence: 99%

“…In a study drawing on interviews with school principals, we argued that CCTVs produce a hidden human rights curriculum , by which students learn that their rights are intertwined with power relations (Perry-Hazan & Birnhack, 2018). Fisher, Gardella, and Tanner-Smith (2019) sought to quantify the ramifications of school surveillance by exploring the associations between school security measures—including CCTVs—and students’ perceptions of their relationships with educators and the fairness and consistency of school rules. The results indicated that whereas the presence of security personnel in schools was associated with poorer student–teacher relationships, other school security measures produced no significant effects relating to student–teacher relationships or students’ perceptions of school rules.…”

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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“…Specifically, Theriot () found that students who interacted more with SROs had higher opinions of the SROs but had a lower sense of connectedness to the school more generally. A related study found that students in schools with security personnel tended to have weaker relationships with their teachers (Fisher et al ). Together, these studies suggest that the presence of SROs in school may shape students' patterns of behaviors and relationships in school, and even their perceptions of SROs, but they do not investigate how the presence of SROs influences students' perceptions of the law, law enforcement, or other legal institutions outside of school.…”

Section: Background On Policing In Schoolsmentioning

confidence: 99%

Police Ambassadors: Student-Police Interactions in School and Legal Socialization

Kupchik¹,

Curran²,

Fisher³

et al. 2020

Law Soc Rev

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The recent influx of police officers into US public schools has reshaped the context and frequency of children's interactions with police. Yet we know little about how the presence of these officers in schools impacts the legal socialization of students, and whether youth of color might be affected or socialized in different ways than white youth. In this study, we analyze data from interviews with school police officers as well as focus group data from school staff, parents, and students that shed light on how school police interact with youth. In particular, school police officers discussed their desire to build relationships with students that instill trust in police among students. Officers discussed their efforts to teach students that police should be trusted and relied on, and that negative views of policing and involvement with the justice system are the result of a negative news media and individual citizens' criminality, respectively. Importantly, officers discussed how they devote particular attention to imparting these lessons on youth of color and others who may see police in a negative light. We consider how these outreach efforts, what we call acting as police ambassadors, might have different impacts on youth of color compared to white youth, given existing racial disparities in interactions with police.

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Social Control in Schools: The Relationships between School Security Measures and Informal Social Control Mechanisms

Cited by 19 publications

References 48 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

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

Police Ambassadors: Student-Police Interactions in School and Legal Socialization

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