Police officers, armed security guards, surveillance cameras, and metal detectors are common features of the disturbing new landscape at many of today's high schools. You will also find new and harsher disciplinary practices: zero-tolerance policies, random searches with drug-sniffing dogs, and mandatory suspensions, expulsions, and arrests, despite the fact that school crime and violence have been decreasing in the US for the past two decades. While most educators, students, and parents accept these harsh policing and punishment strategies based on the assumption that they keep children safe, Aaron Kupchik argues that we need to think more carefully about how we protect and punish students. In Homeroom Security, Kupchik shows that these policies lead schools to prioritize the rules instead of students, so that students' real problems--often the very reasons for their misbehaviour--get ignored. Based on years of impressive field research, Kupchik demonstrates that the policies we have zealously adopted in schools across the country are the opposite of the strategies that are known to successfully reduce student misbehaviour and violence. As a result, contemporary school discipline is often unhelpful, and can be hurtful to students in ways likely to make schools more violent places. Furthermore, those students who are most at-risk of problems in schools and dropping out are the ones who are most affected by these counterproductive policies. Schools and students can and should be safe, and Homeroom Security offers real strategies for making them so.
Police officers, armed security guards, surveillance cameras, and metal detectors are common features of the disturbing new landscape at many of today's high schools. You will also find new and harsher disciplinary practices: zero-tolerance policies, random searches with drug-sniffing dogs, and mandatory suspensions, expulsions, and arrests, despite the fact that school crime and violence have been decreasing in the US for the past two decades. While most educators, students, and parents accept these harsh policing and punishment strategies based on the assumption that they keep children safe, Aaron Kupchik argues that we need to think more carefully about how we protect and punish students. In Homeroom Security, Kupchik shows that these policies lead schools to prioritize the rules instead of students, so that students' real problems--often the very reasons for their misbehaviour--get ignored. Based on years of impressive field research, Kupchik demonstrates that the policies we have zealously adopted in schools across the country are the opposite of the strategies that are known to successfully reduce student misbehaviour and violence. As a result, contemporary school discipline is often unhelpful, and can be hurtful to students in ways likely to make schools more violent places. Furthermore, those students who are most at-risk of problems in schools and dropping out are the ones who are most affected by these counterproductive policies. Schools and students can and should be safe, and Homeroom Security offers real strategies for making them so.
2007 Ruth Shonle Cavan Young Scholar Award presented by the American Society of Criminology 2007 American Society of Criminology Michael J. Hindelang Award for the Most Outstanding Contribution to Research in Criminology By comparing how adolescents are prosecuted and punished in juvenile and criminal (adult) courts, Aaron Kupchik finds that prosecuting adolescents in criminal court does not fit with our cultural understandings of youthfulness. As a result, adolescents who are transferred to criminal courts are still judged as juveniles. Ultimately, Kupchik makes a compelling argument for the suitability of juvenile courts in treating adolescents. Judging Juveniles suggests that justice would be better served if adolescents were handled by the system designed to address their special needs.
The social organization of criminal courts is the theme of this collection of articles. The volume provides contributions to three levels of social organization in criminal courts: (1) the macro-level involving external economic, political and social forces (Joachim J. Savelsberg; Raymond Michalowski; Mary E. Vogel; John Hagan and Ron Levi); (2) the meso-level consisting of formal structures, informal cultural norms and supporting agencies in an interlocking organizational network (Malcolm M. Feeley; Lawrence Mohr; Jo Dixon; Jeffrey T. Ulmer and John H. Kramer), and (3) the micro-level consisting of interactional orders that emerge from the social discourses and categorizations in multiple layers of bargaining and negotiation processes (Lisa Frohmann; Aaron Kupchik; Michael McConville and Chester Mirsky; Bankole A. Cole). An editorial introduction ties these levels together, relating them to a Weberian sociology of law.
Criminal (In)Justice: A Critical Introduction examines the American criminal justice system and the social forces that shape it. Using a conversational voice, the book challenges readers to consider the inequalities in the criminal justice system as well as in the broader society it is designed to protect, then ask, "What can I do to make this better?" Author Aaron Fichtelberg uses a unique, critical perspective to encourage students to look closer at the intersection of race, class, gender, and inequality in the criminal justice system. Covering each of the foundational areas of the criminal justice system—policing, courts, and corrections—this book takes an in-depth look at the influence of social inequality, making it ideal for instructors who want students to critically assess the American criminal justice system in a very approachable way. This second edition comes at a time when there is a profound awareness that the criminal justice system reflects deep and systematic inequalities in American society and has been updated to include some of these monumental changes. This title is accompanied by a complete teaching and learning package. Digital Option / Courseware SAGE Vantage is an intuitive digital platform that delivers this text’s content and course materials in a learning experience that offers auto-graded assignments and interactive multimedia tools, all carefully designed to ignite student engagement and drive critical thinking. Built with you and your students in mind, it offers simple course set-up and enables students to better prepare for class. LMS Cartridge (formerly known as SAGE Coursepacks): Import this title’s instructor resources into your school’s learning management system (LMS) and save time. Don’t use an LMS? You can still access all of the same online resources for this title via the password-protected Instructor Resource Site.
Schools across the U.S. look very different today than they did a generation ago. Police officers, drug-sniffing dogs, surveillance cameras, and high suspension rates have become commonplace. The Real School Safety Problem uncovers the unintended but far-reaching effects of harsh school discipline climates. Evidence shows that current school security practices may do more harm than good by broadly affecting the entire family, encouraging less civic participation in adulthood, and garnering future financial costs in the form of high rates of arrests, incarceration, and unemployment. This text presents a blueprint for reform that emphasizes problem-solving and accountability while encouraging the need to implement smarter school policies.
The social organization of criminal courts is the theme of this collection of articles. The volume provides contributions to three levels of social organization in criminal courts: (1) the macro-level involving external economic, political and social forces (Joachim J. Savelsberg; Raymond Michalowski; Mary E. Vogel; John Hagan and Ron Levi); (2) the meso-level consisting of formal structures, informal cultural norms and supporting agencies in an interlocking organizational network (Malcolm M. Feeley; Lawrence Mohr; Jo Dixon; Jeffrey T. Ulmer and John H. Kramer), and (3) the micro-level consisting of interactional orders that emerge from the social discourses and categorizations in multiple layers of bargaining and negotiation processes (Lisa Frohmann; Aaron Kupchik; Michael McConville and Chester Mirsky; Bankole A. Cole). An editorial introduction ties these levels together, relating them to a Weberian sociology of law.
This book examines hybrid tribunals created in Sierra Leone, Kosovo, Cambodia, East Timor, and Lebanon, in terms of their origins (the political and social forces that led to their creation), the legal regimes that they used, their various institutional structures, and the challenges that they faced during their operations. Through this study, the author looks at both their successes and their shortcomings, and presents recommendations for the formation of future hybrid tribunals. Hybrid tribunals are a form of the international justice where the judicial responsibility is shared between the international community and the local state where they function. These tribunals represent an important bridge between traditional international courts like the International Criminal Court (ICC), the International Criminal Tribunal for the Former Yugoslavia (ICTY), the International Criminal Tribunal for Rwanda (ICTR) and various local justice systems. Because hybrid tribunals are developed in response to large-scale atrocities, these courts are properly considered part of the international criminal justice system. This feature gives hybrid tribunals the accountability and legitimacy often lost in local justice systems; however, by including regional courtroom procedures and personnel, they are integrated into the local justice system in a way that allows a society to deal with its criminals on its own terms, at least in part. This unique volume combines historical and legal analyses of these hybrid tribunals, placing them within a larger historical, political, and legal context. It will be of interest to researchers in Criminal Justice, International Studies, International Law, and related fields.
Schools across the U.S. look very different today than they did a generation ago. Police officers, drug-sniffing dogs, surveillance cameras, and high suspension rates have become commonplace. The Real School Safety Problem uncovers the unintended but far-reaching effects of harsh school discipline climates. Evidence shows that current school security practices may do more harm than good by broadly affecting the entire family, encouraging less civic participation in adulthood, and garnering future financial costs in the form of high rates of arrests, incarceration, and unemployment. This text presents a blueprint for reform that emphasizes problem-solving and accountability while encouraging the need to implement smarter school policies.Ê
2007 Ruth Shonle Cavan Young Scholar Award presented by the American Society of Criminology 2007 American Society of Criminology Michael J. Hindelang Award for the Most Outstanding Contribution to Research in Criminology By comparing how adolescents are prosecuted and punished in juvenile and criminal (adult) courts, Aaron Kupchik finds that prosecuting adolescents in criminal court does not fit with our cultural understandings of youthfulness. As a result, adolescents who are transferred to criminal courts are still judged as juveniles. Ultimately, Kupchik makes a compelling argument for the suitability of juvenile courts in treating adolescents. Judging Juveniles suggests that justice would be better served if adolescents were handled by the system designed to address their special needs.
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