Does breaking gender stereotypes contribute to victimization at school?

Victimization is a serious problem facing youth in American public schools. Prior research demonstrates that victimization is stratified by sex/gender; however, few studies consider factors that may moderate this relationship. This research investigates if victimization occurs when students break sex/gender stereotypes at school among female and male youth. The broad research question for this study is – are breaking sex/gender stereotypes regarding academic activities, math, and sports associated with victimization for female and male students at school? To address this research question, this study employs nationally representative data from the Education Longitudinal Study (ELS) of 2002 to investigate if breaking sex/gender stereotypes contributes to the likelihood of victimization for female and male students at school. The study finds that females who have favorable attitudes toward math and participate in math-related activities are less likely to be victimized, while students of both sexes who participate in female dominated sports (i.e. cheerleading and softball) have a higher risk of victimization, as do females who participate in male dominated sports (i.e. football and baseball). The implications for future research and policy implementation are discussed.     

Student Weapon Possession and the “Fear and Victimization Hypothesis”: Unraveling the Temporal Order

Using longitudinal data from nearly 4,000 students across 113 public schools in Kentucky, we attempt to unravel the direction of the relationships between student weapon carrying and various objective and subjective school‐crime experiences, including victimization, perceived risk of school victimization, and fear of school victimization. Overall, we found little support for the idea that fear and victimization increase weapon carrying, controlling for other theoretically important predictors, including delinquent offending. While 7th‐grade victimization was modestly associated with increased non‐gun weapon carrying in 8th grade, high perceptions of individual victimization risk in 7th grade decreased both subsequent gun and non‐gun weapon carrying. Fear of criminal victimization in 7th grade did not predict either type of subsequent (8th‐grade) weapon carrying. Though fear, risk, and victimization were inconsistent predictors of gun and non‐gun weapon carrying, we found strong and consistent support for the effects of weapon carrying on subsequent fear, risk, victimization, and offending. However, contrary to the implications of fear and victimization hypotheses, both gun carrying and non‐gun weapon carrying in the 8th grade increased fear of school crime, perceived risk, and actual victimization in the 9th grade. Implications of these findings for the applicability of a “weapons” or “triggering” effect are discussed.     

Victimization of mentally ill patients living in the community: Is it a life‐style issue?

Purpose. Although criminal victimization of mentally ill patients has been researched, what little work there is focuses on in‐patient samples. This study aimed to compare crimes against mentally ill patients living in the community with crimes against students who have a high life‐style risk of victimization. Methods. The samples were selected via community‐based mental health services and a university population. A group of 40 mentally ill patients and 80 students reported experiences of victimization in the previous 12 months and attitudes towards the police. Results. Female mentally ill patients reported the highest victimization, but both male and female patients reported more victimization than did students. Mentally ill patients also held more negative opinions of the police. Conclusions. The results show that mentally ill patients experience more victimization when compared with the victimization experiences of a similar life‐style risk group. Discussion focuses on the implications for mentally ill patients living in the community, the support networks available to them, and relations between the police and mentally ill patients.     

SCHOOLS AS COMMUNITIES: THE RELATIONSHIPS AMONG COMMUNAL SCHOOL ORGANIZATION,STUDENT BONDING,AND SCHOOL DISORDER*

Research has indicated that school factors such as communal school organization and student bonding are predictive of school disorder, with greater communal organization and greater student bonding leading to less delinquency and victimization. Data from a nationally representative sample of 254 public, nonalternative, secondary schools were used to examine structural equation models representing hypothesized relationships among communal school organization, student bonding, and school disorder. The hypothesis that communally organized schools would have less disorder held true for teacher victimization and student delinquency, but not for student victimization. In addition, the hypothesis that the relationship between communal school organization and school disorder would be mediated by student bonding was supported for student delinquency, but not for teacher victimization.     

Vulnerability,context, and fear of victimization: Exploring race and ethnicity

The importance of individual- and structural-level factors in predicting fear of victimization has been a source of many empirical evaluations. Theoretical predictors that influence these associations such as those outlined in the vulnerability thesis on fear of crime regularly find that age, race, and gender are predictors of fear. We explore whether adolescent populations, not yet having internalized vulnerability, are more influenced by contextual factors. To explore this hypothesis, we employ the National Crime Victimization Survey: School Crime Supplement to examine the role of vulnerability on fear of victimization at school. Logistic regression suggests that contextual school-level factors may mediate the relationship between fear of victimization at school and individual characteristics such as age, race, and gender.     

Violence, schools, and dropping out: racial and ethnic disparities in the educational consequence of student victimization

Without a doubt, exposure to violence and victimization can be profoundly detrimental to the overall well-being and development of all youth. Moreover, violence and victimization that occurs within a school context is particularly alarming because a successful educational process is essential toward establishing socioeconomic success later in life. The educational consequence of exposure to violence and victimization at school is uncertain for racial and ethnic minority students. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel modeling techniques to examine the impact of violence and victimization at school on dropping out. The results indicate Black/African Americans and Latino American students who are victimized at school are at higher risk of dropping out. The implications of the evident racial and ethnic disparities in the relationship between victimization and dropping out within the U.S. school system are discussed.     

Youth victimization: school climate or deviant lifestyles?

Despite much focus on school violence, there has been little research that explores the relationship between offending and victimization in various school climates. School climate theory suggests that the school's social system, culture, milieu, and ecological structure affect student outcomes including academic performance, delinquency, and more recently, victimization. Hierarchical analysis of data from 5,037 11th-grade students in 33 schools found that offending behavior was the strongest predictor for both minor and more serious forms of victimization. School climate, specifically the social cohesion of schools, reduced serious violent victimization risk. However, school climate did not affect the relationship between offending and victimization, and was not substantially modified when characteristics of the school environment were considered.     

Risky lifestyles and dating violence: A theoretical test of violent victimization

Research consistently indicates that there are numerous risk factors associated with dating violence. Few studies, however, developed theoretical explanations for the prevalence of dating victimization. In this study victimization theories were tested that suggested risk-taking behaviors (i.e., drug abuse, alcohol abuse, driving under the influence, and sexual promiscuity) mediated the effects of social ties and emotional states on the likelihood of violent victimization in adolescent dating relationships. This model was tested using a representative sample of public high school students in South Carolina. The results confirm theoretical predictions and indicate the effects of social ties on dating victimization occur indirectly, through their antecedent influence on risk taking. These findings, therefore, lend support for a lifestyles theory explanation of violent victimization in adolescent dating relationships. The implications of this research for theory and social policy are discussed.     

Trends in victimization in schools and elsewhere, 1974–1981

Trends in the rate of victimizations of juveniles in three settings-schools, homes, and streets/parks-are examined monthly during the period 1974–1981. The relationship between in-school victimization rates and those occurring outside of school are analyzed with multivariate ARMA models informed by previous research on school victimization (Gottfredson and Gottfredson, 1985) and an importation perspective on the source of crime and victimization in institutions such as schools. Results indicate that the overall in-school victimization rate remained relatively stable during this period but that victimization rates of juveniles in other settings had significant effects on in-school victimizations. This suggests that underlying causes of victimization in general are important determinants of victimization in schools. These results are limited, however, as we examine these sources of victimization only indirectly via relationships among the different victimization rates in dynamic models and by the aggregate nature of the monthly data from the National Crime Survey.     

MARKETIZED MENTALITY,COMPETITIVE/EGOISTIC SCHOOL CULTURE,AND DELINQUENT ATTITUDES AND BEHAVIOR: AN APPLICATION OF INSTITUTIONAL ANOMIE THEORY*

We analyze the individual‐level and school‐level determinants of delinquency through the lens of a macro‐sociological theory of crime—institutional anomie theory (IAT). The concept of a “marketized mentality” is introduced as a predictor of students’ delinquency, along with an egoistic/competitive school culture—a feature of the school community. Five hypotheses pertaining to the readiness to use violence and self‐reported delinquency were assessed using multilevel modeling with data from a survey in Germany for 4,150 students clustered in 69 schools. The results largely meet theoretical expectations. The measure of marketized mentality exhibits robust relationships with both forms of delinquency at the individual level, and an egoistic/competitive school culture helps explain variation in levels of these forms of delinquency across schools. Also consistent with expectations, the anti‐social effects of marketized mentality are accentuated for both the readiness to use violence and committing instrumentally motivated property offenses as a competitive/egoistic school climate increases. The results of our analyses reveal that bringing in concepts of IAT can appreciably enhance understanding of the characteristics of students and features of communal school organization that are conducive to youthful offending.     

THE SOCIAL ECOLOGY OF VIOLENCE AGAINST WOMEN*

Despite more than three decades of research on the topic of violence against women, the relative contribution of individual, family and community factors to victimization risk remains unknown. We use self‐report data from the Area‐Identified National Crime Victimization Survey to study the correlates of stranger, nonstranger and intimate‘partner violence against women. Regardless of victim‐offender relationship, we find that the risk for victimization is highest among young, single women with children, particularly those who have lived in the current home for relatively shorter periods. Area family and age composition appear to have stronger direct relationships with women's violence than poverty or racial composition measures. We also find there to be more similarities than differences in the individual, family, and community correlates of stranger, nonstranger and intimate partner violence. We discuss these findings as part of the growing body of multilevel literature on violence and on violence against women.     

The Impact of Self Control and Neighborhood Disorder on Bullying Victimization

PurposeWhereas past research has examined the effect of individual-level and neighborhood-level predictors of bullying victimization separately, the current study examines their effects collectively.MethodsMiddle and high school students (n = 1972) in randomly selected classes within a Southeastern school district completed a battery of self-report measures. Levels of self-control (an individual-level factor) and neighborhood disorganization (a neighborhood-level factor) were regressed onto measures of the six-week prevalence of verbal, physical, and cyber bullying victimization.ResultsLow self-control and neighborhood disorder were found to be associated with each type of bullying victimization, though the impact of self-control was partially mediated by neighborhood disorder when included in the same model. The effect of self-control was mediated when subsequently controlling for poly-victimization experiences. Net of these controls, neighborhood disorder continued to be associated with a statistically significant increase in the odds of bullying victimization.ConclusionsEconomic and social decay within neighborhoods increased the likelihood of bullying victimizations. These effects hold true across verbal, physical and cyber victimizations, suggesting a need to consider both community characteristics when staging bullying intervention campaigns. Additionally, the findings suggest a need for further research considering the relationship between self-control and neighborhood conditions on the risk of victimization generally.     

APPLYING A GENERAL STRAIN THEORY FRAMEWORK TO UNDERSTAND SCHOOL WEAPON CARRYING AMONG LGBQ AND HETEROSEXUAL YOUTH

Lesbian, gay, bisexual, and questioning (LGBQ) youth are at a higher risk for school victimization, social isolation, and school weapon carrying compared with their heterosexual peers, yet few studies have been conducted to investigate their experiences. By using a general strain theory (GST) framework, data from the Youth Risk Behavior Survey (YRBS) statewide probability sample of Delaware heterosexual (n = 7,688) and LGBQ (n = 484) youth in grades 9–12 show that there are both similarities and differences in the factors associated with school weapon carrying among LGBQ and heterosexual youth. LGBQ and heterosexual youth's weapon carrying is related to school victimization, but social support does not moderate the relationship between school victimization and school weapon carrying as suggested by GST. Furthermore, being male is significantly related to heterosexual youth's weapon carrying, but sex is not related to weapon carrying among LGBQ youth. Overall, the results highlight a need to reconceptualize GST to help center the experiences of LGBQ youth, a historically marginalized group, within mainstream criminological literature. Theoretical and policy implications are discussed.     

Violence and Sexual Coercion in High School Students' Dating Relationships

A review of the dating violence literature reveals a limited number of studies with high school students and few studies that investigate the contextual issues of violence, such as meaning, motivation, and consequences. The present study sought to investigate the extent of dating violence victimization in a New Zealand sample of senior high school students (aged 16 to 18 years) and the perceived reasons for the violence, emotional effects, disclosure of the violence, and relationship consequences. A questionnaire that contained both open-ended and forced-choice items pertaining to experiences of violence and its consequences was developed using material gathered from focus group discussions with high school students. Findings showed gender similarity in the extent of violence and a number of significant gender differences in the aftermath of violence, particularly in the area of sexual coercion. These findings are discussed in the context of future research and prevention of dating violence.     

Routine activities and victimization at school: the significance of gender

Routine activities theory has not fully considered the role of gender in shaping victimization and yet, the research literature clearly demonstrates that gender is associated with an individual's risk of victimization. In addition to the pervasive effect of gender on victimization, gender shapes an individual's daily routines and thus may create a gender-specific relationship with victimization. This article explores the importance of gender in understanding the relationship between student's participation in extracurricular routine activities (e.g., student government, clubs, sports, and etc.) and the risk of victimization. From the Education Longitudinal Study of 2002, a sample of 10th-grade students was drawn for analyses. Hierarchical Generalized Linear Modeling was employed to explore the role of gender in the relationship between extracurricular routine activities and victimization at school. The results reveal that students' gender indeed interacts with several of the extracurricular routine activities creating gender-specific risks of victimization. This article highlights the importance of gender in explaining victimization and suggests researchers should consider how gender may interact with other routine activities and victimization.     

Adolescent Male and Female Gang Members’ Experiences with Violent Victimization, Dating Violence, and Sexual Assault

A substantial amount of scholarship has been devoted to examining the relationship between gang membership and criminal offending. This research has produced a wealth of qualitative and quantitative studies indicating that gang membership increases the likelihood of criminal offending for both males and females. Less research, however, has examined the relationship between gang membership and violent victimization. The present study adds to the literature by examining the relationship between gender, gang membership, and three types of victimization. Specifically, this paper focuses on whether self-reported gang membership is uniquely related to victimization experiences for females compared to males. Results from a statewide survey of public high school students in South Carolina indicate that gang membership is significantly related to the risk of victimization for both males and females. The implications of these findings for research and policy are discussed.     

UPHOLDING STUDENTS’ DUE PROCESS RIGHTS: WHY STUDENTS ARE IN NEED OF BETTER REPRESENTATION AT,AND ALTERNATIVES TO,SCHOOL SUSPENSION HEARINGS

Suspension is the most common form of discipline in our schools. In some cases students facing suspension are removed from school for an extended period of time or referred for expulsion based on the findings made at the student's suspension hearing. Nevertheless, students have no legal right to have counsel participate in, or advocate at, suspension hearings. Additionally, schools for the most part do not offer students alternatives to suspension, such as mediation sessions or other programs designed to allow students to complete school or community work while on suspension. This Note discusses the problems associated with school suspension and suspension hearings. It also explains why providing students with legal advocates at suspension hearings will help promote due process and facilitate better decision making on the part of the student. Finally, it advocates for mediation as an alternative to suspension and suspension hearings, as research suggests that mediation would reduce suspension rates and the costs associated therewith.     

LIFESTYLE,RATIONAL CHOICE,AND ADOLESCENT FEAR: A TEST OF A RISK‐ASSESSMENT FRAMEWORK*

Criminological research on fear of crime primarily has been based on, and supportive of, an opportunity framework. The current research tests an expanded risk‐assessment model of fear, which is rooted in an opportunity framework, by incorporating a measure of delinquent lifestyle, which is a known risk factor for victimization, using a sample of youth aged 10–16 years. The findings from longitudinal structural equation models do not support the applicability of a risk‐assessment model of fear in adolescence. Namely, although increased involvement in a delinquent lifestyle is associated strongly with an increase in victimization over time, no such association exists with the perceived risk of victimization. Most importantly, as adolescents become more involved in a delinquent lifestyle and are victimized at a higher rate than nondelinquent youth, their fear of victimization actually decreases at a significantly higher rate than more prosocial youth.     

Testing the Influence of Community Characteristics on School Misconduct

This study examines the effect of dynamic and structural community characteristics on school misconduct. Data include over 45,000 students in the eighth, tenth, or twelfth grade in 237 schools. Hierarchical linear models tested the direct and interactive effects of community measures, while accounting for student and school characteristics. Community substance abuse norms as well as perceptions of community crime and disorder mediated the influence of concentrated disadvantage on school misconduct. Interaction effects demonstrated that community substance abuse norms were more influential for students enrolled in schools that had a less positive school climate although individual and school characteristics remained robust predictors of school misconduct. School misconduct is influenced by the characteristics of the surrounding community and school context, as well as the interaction between those contexts. Research relying on census data measures of community characteristics may underestimate community influence on school misconduct, and omit proximal community influences on school misconduct.     

LOW SELF‐CONTROL,ROUTINE ACTIVITIES,AND FRAUD VICTIMIZATION*

Recent research has used both routine activity/lifestyle frameworks and self‐control theory to explain victimization. Thus far, combined tests of these theories have focused on offending populations and street crime victimization. Whether these frameworks also explain exposure to and likelihood of nonviolent victimization (e.g., fraud) in general‐population samples remains an open empirical question. Building on prior work, we assess the independent effects of routine consumer activities (i.e., remote purchasing) and low self‐control on the likelihood of fraud targeting and victimization. Using a representative sample of 922 adults from a statewide survey in Florida, the results confirm our expectation that remote‐purchasing activities increase consumers' risk of being targeted for fraud. Low self‐control has no effect on whether consumers are targeted, but it does significantly increase the likelihood of fraud victimization.