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The Pattern of Violence in Urban Public Schools: The Influence of School and Community
DARYL A. HELLMAN
SUSAN BEATON
This research investigates links between school crime, school characteristics, and community characteristics using suspension data from all public schools in Boston for the 1982-1983 school year. Examination of suspension rates across Boston school districts reveals higher rates of suspension in districts with higher rates of reported crime. Community income levels, unemployment, and racial composition were found not to be significant. Examination of suspension rates across schools, as a function of school characteristics, revealed differences between middle schools and high schools. For middle schools, the results indicate that school crime is a function of the school environment, not that of the community. The most significant characteristic of the schools is the ratio of students to teachers, where higher ratios are associated with more problems. For high schools, while suspensions tend to be higher in schools with low academic quality and high student instability, the community exerts a strong, independent influence. It is argued that this may, in part, be due to the "intruder problem."
Journal of Research in Crime and Delinquency, Vol. 23, No. 2,
102-127 (1986)
DOI: 10.1177/0022427886023002002
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