Violent Victimization of Hispanic College Students

Hart, Timothy C.; Rennison, Callie Marie

doi:10.1177/2153368711429305

Cited by 22 publications

(40 citation statements)

References 43 publications

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“…Among the types of victimization, college students are far more likely to be victimized by property crimes (e.g., personal theft, burglary, and motor vehicle theft) than violent crimes (Bromley, 1992;Fisher, Sloan, Cullen, & Lu, 1998;Fisher & Wilkes, 2003;Fox & Hellman, 1985;Henson & Stone, 1999;Siegel & Raymond, 1992;Sloan, 1992Sloan, , 1994Volkwein, Szelest, & Lizotte, 1995). For both violent and property crimes, however, the risks of victimization for college students in the 18-to-24 age group are significantly lower than for similarly aged nonstudents (Baum & Klaus, 2005;Hart 2003Hart , 2007.…”

Section: The Prevalence and Correlates Of College Student Victimizationmentioning

confidence: 94%

Violence Against College Students and Its Situational Contexts: Prevalence, Patterns, and Policy Implications

Hart

Miethe

2011

Victims & Offenders

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National Crime Victimization Survey (NCVS) data (n = 1,431) collected from 1995 through 2005 are used to examine the situational contexts associated with violence against college students. Findings from the conjunctive analysis indicate that violence against college students occurs in a diverse yet concentrated pattern of situational contexts. The most common context of violence experienced by college students is minor assaults against males that occur off-campus and in front of bystanders. Finally, although off-campus violence is relatively more common than on-campus violence, most incidents of campus violence share situational contexts that are similar to off-campus incidents. Implications of these results on future research and public policy on reducing students' victimization risks are discussed.

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Section: The Prevalence and Correlates Of College Student Victimizationmentioning

confidence: 94%

Violence Against College Students and Its Situational Contexts: Prevalence, Patterns, and Policy Implications

Hart

Miethe

2011

Victims & Offenders

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“…Sloan et al's (1997) study of 3,400 college students and their victimization reporting practices found that more than 75% of crimes identified by these students were not reported to campus police, and included both violent and property crimes in equal measure. Hart's (2003) violent victimization study also found that approximately only 34% of all violent crimes were reported to police, lending statistical support to the findings of later survey studies that suggest that college students, in general, are less inclined to, and therefore, actually report violent and property crimes to the police less than their non-student peers in the general population (Baum & Klaus, 2005). found that campus crime statistics are underreported because they do not take into account all types of crime such as larceny, which tends to have significantly higher incident numbers on college campuses.…”

Section: General Crime Statisticsmentioning

confidence: 68%

“…According to the Campus Crime Statistics website of the U.S. Department of Education, overall levels of crime on campus have been dropping.Compiling the latest aggregate figures available, overall reported crime on campus, including both two-and four-year colleges and universities, has dropped approximately 17% from 2007 to 2009 (Table 1).Even more encouraging, students are at a lower risk from violent and property crime victimization than are their non-student peers in the same age range (18-24) (Hart, 2003(Hart, , 2007. While all types of crime categories captured have declined in total numbers, the rates of criminal activity are still alarmingly high and recent high profile cases, such as the sexual abuse case at Penn State (Pearson, 2013) and the murder of a medical student at the University of Michigan (Jacobs, 2013), have only reinforced the view of many that much more needs to be done to address the problem of crime on campus.While this study is focused on the use of background checks as a mitigating factor in the level of campus criminal activity, we must first understand the overall trends, demographics and contributing factors associated with criminal activity in a www.ccsenet.org/par Public Administration Research Vol.…”

Section: General Crime Statisticsmentioning

confidence: 99%

“…Given the findings of Hart (2003) and Baum and Klaus (2005) that the type of crime actually impacts the likelihood of whether an individual will report the crime or not, we also decided to disaggregate the type of Clery Act, by violent and non-violent categories of criminal activity.As such, the total Clery Act numbers were divided by total student population to get a "rate per 1,000 students" for both the violent and non-violent Clery incident totals, providing two more dependent variables for analysis.…”

Section: Dependent Variablesmentioning

confidence: 99%

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Measuring the Impact of Background Checks on Reducing Crime in Higher Education

Hughes¹,

Elliott²,

Myers³

2014

PAR

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Responding to a variety of constituent pressures in recent years, a number of states in the U.S. have enacted legal requirements that their public universities conduct background checks on prospective new employees. The assumption behind these mandates is that background checks reduce crime on campus. This study will attempt to test that assumption by utilizing data gathered under the reporting requirements of the Clery Act, from four states which have passed legislation requiring background checks: Arizona, Kentucky, Utah, and Wisconsin. The results of this preliminary study suggest that states that have either legislated or mandated the use of criminal background checks on new hires in university environments have not experienced a reduction in Clery Act incidents on their campus when comparing their pre-background check activity with their post-background check implementation. When the quality of the background check being utilized is included in the analysis, the results continue to show that there is no change in the Clery Act incident levels when comparing their pre-background check activity with their post-background check implementation.It is important to note that, prior to the launch of this study, we did not find any specific references to suggest that Clery Act reports were primarily capturing student level criminal data so we were surprised to find that background checks had no impact at all on campus crime levels.So, the results of this study may inadvertently provide support to the recognition that the Clery data tend to reflect only student-level criminal activity whereas the background checks analyzed in this report were applied only to new hires or transfers to new positions.While student employees were often covered in these policies, the general student population was not, setting the stage for a necessary follow-up study that looks at Clery Act data in universities that are utilizing background checks in their admissions practices to see if there is a measureable impact on their Clery campus crime statistics.

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“…Significantly, colleges that screen students for documented criminal histories do not have lower rates of reported crime than those that do (Weissman et al 2010). Rape and sexual assault on college campuses are also predominantly committed by students with no documented criminal records (Hart 2003;Baum and Klaus 2005). In spite of ample evidence that prior criminal conviction is not a strong predictor of law breaking on campus, the focus of campus safety has placed the burden of risk on the heads of students with documented criminal records.…”

Section: Higher Education As a Forgotten Alternative For Reentrymentioning

confidence: 98%

Bearing Stigma, Carrying Gifts: What Colleges Can Learn from Students with Incarceration Experience

Halkovic

Greene

2015

Urban Rev

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There is an abundance of social science research confirming the positive outcomes associated with higher education for people who have served time in prison (Chappell in J Correct Educ 55(2): 148-169, 2004; Changing minds: the impact of college in a maximum-security prison, Ronald Ridgeway, New York, 2001;Kelso 2000). Despite the evidence, institutions of higher education continue to ignore the findings, while reinforcing negative stigma and imposing institutional barriers to admission for students with documented criminal records (Rosenthal et al. in Boxed out: criminal history screening and college application attrition, Center for Community, New York, 2015). After analyzing focus groups and interviews from a participatory action research project with college students with documented criminal records, we identified a series of themes, which we have labeled gifts (McKnight and Block in The abundant community: awakening the power of families and neighborhoods, Berrett-Koehler Publishers, Inc., San Francisco, 2010; Halkovic et al. in Higher education and reentry: the gifts they bring, John Jay Research, New York, 2013. http://www.johnjayresearch.org/pri/gifts) students with criminal histories bring to their academic communities. These gifts include: deconstructing stigma/teaching the university; the desire to do more and give back; intimate knowledge of how systems work on the ground, and bridging relationships between the academy and underserved communities. Our evidence suggests that students with incarceration experience enhance the academic and civic environment of universities, dispelling the spurious suggestion that they are a risk to campus safety (Drysdale et al. in Campus attacks: targeted violence affecting institutions of higher education, U.S. Department of Justice, Washington, DC, 2010.with specific recommendations institutions of higher education should follow to foster greater inclusion in college communities.

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Violent Victimization of Hispanic College Students

Cited by 22 publications

References 43 publications

Violence Against College Students and Its Situational Contexts: Prevalence, Patterns, and Policy Implications

Violence Against College Students and Its Situational Contexts: Prevalence, Patterns, and Policy Implications

Measuring the Impact of Background Checks on Reducing Crime in Higher Education

Bearing Stigma, Carrying Gifts: What Colleges Can Learn from Students with Incarceration Experience

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