Christina Campbell and William Miller
Juvenile risk assessment instruments have provided juvenile courts with the opportunity to make standardized decisions concerning sentences and intervention needs. Risk assessments have replaced the reliance on professional decision-making practices in which court officials relied on their hunches or previous experience to determine what to do with youth once they became involved in corrections. A primary goal of juvenile risk assessment is to improve case management and help courts focus resources on juveniles who exhibit the greatest intervention needs. Further, juvenile risk assessments play a critical role in estimating which juveniles will likely reoffend by identifying factors that increase the propensity of future offending. Although some researchers believe that the implementation of standardized juvenile risk assessments is a good strategy for reducing biased decision-making for racial/ethnic minorities, other researchers have called into question the extent to which risk assessments overestimate risk for certain juveniles, especially those in minority groups who have a history of being marginalized due to their race, culture, or ethnicity. This article provides an overview of how well juvenile risk assessment instruments predict future delinquency across race and ethnicity. The review suggests that in general, risk assessments do a good job in predicting recidivism across racial/ethnic groups for diverse populations inside and outside the United States. However, there is still some room for improvement concerning the assessment of risk and needs for ethnic minorities. In addition, while there are some studies that do not report the predictive validity of risk assessment scores across race/ethnicity, risk assessments overall seem to be a promising effort to correctly classify and/or identify juveniles who are at greatest risk for future recidivism.
David C. Brotherton
The majority of studies on youth gangs are in the tradition of positivistic social science. When natural science is taken as the paradigm, a premium is placed on the value neutrality of the observer, the scientific rigor of the methodology, the unpolluted character of the data, and the generalizability of the findings—all with the aim of proving or disproving ideologically free testable hypotheses. In contrast, critical gang studies adopt a different lens that is best suited to the study of subaltern groups whose lifestyles, “habitats,” and characteristics are stigmatized and pathologized by the larger society. Critical gang studies are based on the premise that all social and cultural phenomena emerge from tensions between the agents and interests of those who seek to control everyday life and those who have little option but to resist this relationship of domination. In this way, critical gang studies adopt interpretive, reflexive, holistic, and probing approaches to research, rejecting the penchant for survey-based truth claims and studies whose findings uncritically reflect the race, class, and gendered positions of the investigators.
Thus, practitioners of critical gang studies contend that the key to understanding the gang is found in its dialectical relationship between inclusion and exclusion viewed historically and holistically. Therefore, critical gang students create a counter body of knowledge and an alternative methodology to illuminate (over)shadowed spaces of criminalized social action where hope mixes with survival, creativity with accommodation and, resistance with social reproduction. The data on critical gang studies draw from the entire world of gang members, revealing their agency as well as their structured environments, their organizational systems, rites, rituals, performances, ideologies and cultural products. The critical approach places emphasis on the meaning systems of gangs, their changes across time, and the possibilities that lie within their specific subcultural formations. Welcome to critical gang studies!
Finn-Aage Esbensen and Cheryl L. Maxson
The Eurogang Program of Research is a loosely knit network of researchers and policymakers with an interest in better understanding troublesome youth groups. While the group is guided by a steering committee, that is the extent of the organizational structure. Members of the network volunteer to host the website, maintain the listserv, organize workshops, and engage in research that adopts the Eurogang definition, instruments, and methodologies.
The Eurogang Program has as its primary goal the fostering of multisite, multi-method, comparative research on street gangs. Over the past two decades, this group of more than 200 scholars has convened 17 international workshops in Europe and the United States. The Eurogang Program does not have a steady funding source; however, over the years various network members have written proposals for funding to government agencies, sought support from non-profit organizations and foundations, and requested funding from their universities. Through a series of workshops from 1998 through 2004, the Eurogang group developed common definitional approaches, an integrated research design, and model research instruments. From 2005 through 2017, the group has continued to host substantively-focused workshops that examine research informed by the Eurogang framework. Since its inception, this Eurogang group has spawned several retrospective cross-national studies, articles in professional journals, five edited volumes of scholarship, and a manual that provides a history of the group and its guiding principles as well as information on the development and use of the five Eurogang research instruments (i.e., city-level descriptors, expert survey, youth survey, ethnography guidelines, and prevention/intervention program inventory). The Eurogang Program Manual and instruments are available on the
Kayla Crawley and Paul Hirschfield
The school-to-prison pipeline (STPP) is a commonly used metaphor that was developed to describe the many ways in which schools have become a conduit to the juvenile and criminal justice systems. The STPP metaphor encompasses various disciplinary policies and practices that label students as troublemakers, exclude students from school, and increase their likelihood of involvement in delinquency, juvenile justice, and subsequent incarceration. Many external forces promote these policies and practices, including high-stakes testing, harsh justice system practices and penal policies, and federal laws that promote the referral of certain school offenses to law enforcement. Empirical research confirms some of the pathways posited by STPP. For example, research has shown that out-of-school suspensions predict school dropout, justice system involvement and adult incarceration. However, research on some of the posited links, such as the impact of school-based arrests and referrals to court on school dropout, is lacking.
Despite gaps in the empirical literature and some theoretical shortcomings, the term has gained widespread acceptance in both academic and political circles. A conference held at Northeastern University in 2003 yielded the first published use of the phrase. Soon, it attained widespread prominence, as various media outlets as well as civil rights and education organizations (e.g., ACLU, the Advancement Project (they also use “schoolhouse-to-jailhouse track”), the National Education Association (NEA), and the American Federation of Teachers) referenced the term in their initiatives. More recently, the Obama administration used the phrase in their federal school disciplinary reform efforts. Despite its widespread use, the utility of STPP as a social scientific concept and model is open for debate.
Whereas some social scientists and activists have employed STPP to highlight how even non-criminal justice institutions can contribute to over-incarceration, other scholars are critical of the concept. Some scholars feel that the pipeline metaphor is too narrow and posits an overly purposeful or mechanistic link between schools and prisons; in fact, there is a much more complicated relationship that includes multiple stakeholders that fail our nation’s youth. Rather than viewing school policies and practices in isolation, critical scholars have argued that school processes of criminalization and exclusion are inextricably linked to poverty, unemployment, and the weaknesses of the child welfare and mental health systems. In short, the metaphor does not properly capture the web of institutional forces and missed opportunities that can push youth toward harmful choices and circumstances, often resulting in incarceration. Many reforms across the nation seek to dismantle STPP, including non-exclusionary discipline alternatives such as restorative justice and limiting the role of school police officers. Rigorous research on their effectiveness is needed.
Lauren Magee and Chris Melde
Street gangs have been the focus of attention for over a century, largely due to their reputation for involvement in illegal activities, especially violence. Indeed, gangs use this reputation for violence as a means of survival, as they seek to intimidate others in order to protect their members from attacks from rival gangs, and to limit the willingness of community members to cooperate with law enforcement officials. Research on the nature of these groups suggests they thrive in marginalized communities, where there are high rates of poverty, family instability, and limited institutional support. Much of the information on street gangs stems from data collected in the United States, but these groups have been documented across the globe in not insignificant numbers. While gangs certainly differ in their structure and organizational capacity, these groups are routinely associated with a disproportionate involvement in delinquent and criminal acts at the local level. Perhaps most concerning, gangs and gang members are known to be associated with substantially higher rates of interpersonal violence, including homicide, than non-gang-involved persons. From a developmental perspective, even brief periods of gang membership have been found to have negative consequences across the early portion of the life course, including reduced educational attainment, lower income, family instability, and a higher likelihood of arrest and incarceration. Overall, the negative effects gangs have on communities appears to outweigh any of the short-term benefits these groups provide their members.
James A. Densley
This article examines the who, what, where, when, why, and how of gang joining. The question of what youth join when they join gangs speaks to the contested nature of gang definitions and types and the consequences of gang membership, specifically heightened levels of offending and victimization. The type of gang and the obligations of membership influence the joining process. Where youth join gangs, namely, the neighborhood and social context, also impacts individual opportunities and preferences for joining. When youth join gangs is considered in a developmental sense, to include both adolescent and adult onset, in order to account for continuity and change in individual levels of immersion or “embeddedness” in gangs across the life course. Who joins gangs provides a profile of gang membership grounded in the well-documented risk factors for gang membership, but limited by problems of prediction. Why youth join gangs speaks to the push and pull factors for membership, the appeal of gangs, and the selective incentives they offer. Still, motivations for gang membership cannot fully explain selection into gangs, nor can general theories of crime that do not necessarily fit with general knowledge of gangs. How youth join gangs, for example, is more complicated than initiation rites. The mechanisms underlying the selection process can be understood through the lens of signaling theory, with implications for practice.
Christian L. Bolden
Gang organization has been an aspect of research that is often explored and debated. The concept of organization is intertwined with questions of whether gangs have leaders, whether gangs can be considered organized crime, which groups are actually street gangs, and other related questions. Though there are some crossover categories, street gangs are viewed as distinctly different than organized crime groups, prison gangs, outlaw motorcycle clubs, skinheads, stoners, and taggers.
Gang structures are widely varied, with a few being highly organized and most being loose networks of associates. The organization of a gang may change over time. There is an array of membership types that range from core members who might maintain affiliation well into adulthood to temporary members who only spend a short time in the gang. Gangs may have sub-group clique structures based on age-graded cohorts, neighborhoods, or criminal activity. Leadership roles in gangs rarely take the form of a recognizable figurehead.
These variations have led to a plethora of gang categories that include evolutionary typologies that place gangs by their stage in criminal sophistication, behavioral typologies that identify gangs by the type of criminal behavior the members engage in, and structural typologies that differentiate gangs by the characteristics of their composition. It is important to note that most of the following gang typologies are focused on gangs in the United States and may not be as relevant in other countries.
Major gang affiliations are also explored. Like other aspects of organizations, affiliations are not stable, as gang alliances are volatile. Despite the ability of affiliations to fluctuate, this categorization strategy is commonly used outside of academic research.
Sex and gender are often conflated, but there are important distinctions between the two. This is true also with terms related to gender identity, including masculinities and femininities or the performance of gender. In addition, the terms gang and gang member are contested, so it is important to establish a basis for understanding these terms in order to discuss the relationships between gender and gang involvement. Historically, gang-involved young women and men were described in terms of gender extremes, with scholarship and journalistic accounts focusing on the perceived aggressive masculinity of lower class males—and the deviant sexuality of females, who were rarely seen as legitimate full-fledged members of those groups. By the 1980s and 1990s, young women were recognized in scholarship as “real” gang members, and qualitative researchers sought to provide voice to them and examine issues of gender and gender dynamics in gangs, while quantitative researchers sought to explore similarities and differences between girls and boys in gangs, often through large scale studies using self-report surveys of adolescents. Feminist criminology and burgeoning queer criminology have pushed and blurred the boundaries of gender and gang involvement, asserting the importance of taking into account multiple, intersecting identities that differentially structure the experiences of young people, and of the troubling heteronormative, heterosexist, and cisgendered assumptions that have permeated criminology. Moving away from these assumptions means accounting, for example, not only for gender but also for the multiplicative effects of race, ethnicity, class, sexuality, ability, etc.; it means considering what the presence of young women in stereotypically hypermasculine environments signifies for gender performance, moving away from assumptions of opposite sex attraction that cast females in supportive and dependent roles with males, and accounting for the experiences of gang members who identify outside gender and sexual orientation binaries. These issues provide fruitful avenues for sensitive and productive future scholarship on gender and gang involvement.
Gangs have been subjects of extensive empirical research since the 1920s. Scholarly interest in gangs was largely due to gang members’ increased likelihood of engaging in delinquent behavior. Gang members have been involved in criminal activities ranging from drug dealing to theft, property offenses, gun violence, and homicide. In the 1980s, there was nationwide concern about gangs as violent gang-related crimes increased and drew media attention. As a result, important legislation was implemented that made gang membership illegal. These policies were designed to curb gang involvement and de-escalate gang violence. The legislation included civil gang injunctions, the development of gang databases, and the formation and strengthening of gang task force units. Indeed, the policies resulted in an increase of gang unit officers focused on mitigating gang involvement and gang crime. Officer strategies focused on stopping, detaining, and arresting individuals who often fit certain stereotypes. Specifically, officers routinely based gang-related encounters on suspects’ race, age, clothing, gender, and geographic location, focusing mostly on young men of color in economically depressed neighborhoods. Perhaps unsurprisingly, a number of problems and concerns related to aggressive and biased police behavior surfaced, resulting in questionable outcomes of gang suppression. Research suggests that directed patrols and removing leadership might not be effective. Instead, alternate policies should include policing in conjunction with support from community-based nonprofit organizations and research that accounts for gang members’ experiences of law enforcement strategies.
Allison Ann Payne and Denise C. Gottfredson
School violence, drug use, bullying, theft, and vandalism are costly and interfere with academic achievement. Beyond the cost of personal injury and property damage and loss, school crime is costly because it interferes with academic achievement and reduces the ability of schools to carry out their educational mission. Fear of victimization influences students’ attendance, such that students are more likely to avoid school activities or places, or even school itself, due to fear of attack or harm. Teachers in disorderly schools also spend a large proportion of their time coping with behavior problems rather than instructing students, resulting in lower levels of student academic engagement, academic performance, and eventually graduation rates. Student misbehavior is also one of the primary sources of teacher turnover in schools.
Responses to school crime have become increasingly formal since the 1990s, with greater recourse to arrest and a turn toward juvenile courts rather than school-based discipline, furthered by zero-tolerance policies and increased hiring of uniformed officers to police the schools. The shift has been from administrative discretion to mandatory penalties and from in-school discipline to increasing use of suspension or arrest. At the same time, there has been a considerable investment in the use of surveillance cameras and metal detectors. There is no evidence to suggest that this tightening of school discipline has reduced school crime.
By contrast, considerable evidence supports the effectiveness of alternative strategies designed to prevent youth crime and delinquency. Several school-based programs targeting student factors such as self-control, social competency, and attachment to school have been demonstrated in rigorous research to be effective for reducing crime and delinquency. In addition, several aspects of the way schools are organized and managed influence crime and disorder.
The term “school climate” encompasses several school characteristics that influence crime and disorder. Evidence supports the importance of the discipline management of a school, including both the fairness and consistency of rules and rule enforcement as well as the clarification and communication of behavioral norms in reducing crime and disorder in schools. The social climate within the school, specifically the existence of a positive and communal climate among all members of the school community, is also important. Research demonstrates that is possible to manipulate these aspects of school climate. Rigorous research shows that efforts to increase clarity and consistency of rule enforcement and to clarify norms for behavior are effective for reducing crime and disorder. More research is needed to test a fully comprehensive intervention aimed at creating a more communal social climate, but preliminary studies suggest positive effects.
Several challenges to creating more positive school climates are discussed, and possible solutions are suggested.