PREDICTING THE VIOLENT OFFENDER:THE DISCRIMINANT VALIDITY OF THE SUBCULTURE OF VIOLENCE*

This study tests the extent to which an adherence to the subculture of violence uniquely predicts a tendency to favor violence or instead predicts a more generalized offending repertoire, of which violence is part. Specifically, we use a unique analytic technique that provides the opportunity to distinguish empirically between the “violent offender” and/or the “frequent offender.” The results suggest that holding values favorable toward violence consistently predicts general offending but do not identify youth who systematically favor violence over nonviolence. This discussion considers the impact of these findings for the continued utility of the subculture of violence perspective.     

Testing the input-process-output model of public participation

The characteristics of participatory institutions can be articulated in three main dimensions: input, process and output. The common assumption is that a dependency relationship exists, with process serving as a mediator between input and output. This paper puts the model to a rare empirical test drawing on a unique dataset of 70 Spanish advisory councils. Through a combination of exploratory factor and path analyses, we analyse the dimensionality of input, process and output and investigate the direct and indirect impact of inputs on process and outputs. Our analysis provides evidence that input factors have a direct impact on the output factor transparency, but their impact on effects on policy and participant satisfaction is mediated by the process factor deliberation. Further, the capacity of the public administration to steer the advisory council (wardship) mediates negatively the impact of input variables on transparency. The analysis provides a nuanced account of how different input and process design characteristics of participatory institutions have profound direct and indirect effects on their outputs.     

Cherry‐picking participation: Explaining the fate of proposals from participatory processes

What happens to the proposals generated by participatory processes? One of the key aspects of participatory processes that has been the subject of rare systematic analysis and comparison is the fate of their outputs: their policy proposals. Which specific factors explain whether these proposals are accepted, rejected or transformed by public authorities? In this article contextual and proposal‐related factors are identified that are likely to affect the prospect of proposals being implemented. The explanatory power of these factors are tested through multilevel analysis on a diverse set of 571 policy proposals. The findings offer evidence that both contextual and proposal‐related variables are important. The design of participatory processes affects the degree of implementation, with participatory budgeting and higher quality processes being particularly effective. Most significant for explaining outcomes are proposal‐level, economic and political factors: a proposal's cost, the extent to which it challenges existing policy and the degree of support it has within the municipality all strongly affect the chance of implementation.     

MODELING THE EFFECTS OF RACIAL THREAT ON PUNITIVE AND RESTORATIVE SCHOOL DISCIPLINE PRACTICES*

It is clear that schools are mirroring the criminal justice system by becoming harsher toward student misbehavior despite decreases in delinquency. Moreover, Black students consistently are disciplined more frequently and more severely than others for the same behaviors, much in the same way that Black criminals are subjected to harsher criminal punishments than other offenders. Research has found that the racial composition of schools is partially responsible for harsher school discipline just as the racial composition of areas has been associated with punitive criminal justice measures. Yet, no research has explored comprehensively the dynamics involved in how racial threat and other factors influence discipline policies that ultimately punish Black students disproportionately. In this study (N = 294 public schools), structural equation models assess how school racial composition affects school disciplinary policies in light of other influences on discipline and gauge how other possible predictors of school disciplinary policies relate to racial composition of schools, to various school disciplinary policies, and to one another. Findings indicate that schools responding to student misbehavior with one type of discipline tend to use other types of responses as well and that many factors predict the type of disciplinary response used by schools. However, disadvantaged, urban schools with a greater Black, poor, and Hispanic student population are more likely to respond to misbehavior in a punitive manner and less likely to respond in a restorative manner.