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Contrary to the public misperception that immigrants are likely to be involved in criminal activities, evidence suggests that immigrants are less likely to engage in violence and criminal behavior at the individual level. Little is known, however, about the relationship between immigration, violence, and delinquency at the school-level. The present study draws from the nationally representative 2015 to 2016 School Survey on Crime and Safety to address two research questions. First, is there an association between an increasing proportion of immigrant students and school-level crime? Second, are there racial/ethnic differences in the association between increasing proportion of immigrant students and school-level crime? Our results indicate no relationship between immigration and school-level crime; however, important and distinctive nuances are related to the study findings.

Over the last decade, high-profile mass shootings in the United States have brought gun policies back to the front of the public policy debate. While Americans remain divided on a number of gun pol...

Although partnerships between researchers and police practitioners have increased over the last few decades in some of the largest police agencies in the United States, very few small agencies have engaged in a partnership with a researcher. Of the 18,000 local police agencies in the United States, small agencies with less than 25 sworn officers make up about three quarters of all police agencies. To support future collaborations between researchers and smaller police agencies, like those in Douglas County, Kansas, this article identifies challenges that researchers can address and explores how these relationships can benefit small police agencies across the United States.

Of course, ensuring safe environments in the U.S. educational system is paramount. It is also evident, however, inequalities associated with immigration, race/ethnicity, and situational context can impede school safety pursuits. Although prior research has revealed a pattern between “downward” assimilation and increased experiences with student-level violence and disorder for the children of racial/ethnic immigrants (i.e., first- and second-generation), investigations about school-level rates of violence and disorder associated with the context of reception remain uncertain. Our study seeks to contribute to the research about immigration, racial/ethnic inequality, education, and violence by examining the associations between context, school violence, and crime, and the schooling of children of immigrants by drawing on a context of reception conceptual framework to address three research questions. First, is there an association between an increasing proportion of children of immigrants and school crimes (i.e., violence, property damage, and substance use)? Second, are there differences linked to the context of reception (i.e., urban, suburban, town, and rural) in the association between the increasing proportion of children of immigrants and school crime? Third, are there racial/ethnic differences in the association between the increasing proportion of children of immigrants and school crimes in distinct contexts? Findings indicate that the children of racial/ethnic minority immigrants have significantly distinct associations with rates of school violence and crime across all contexts; however, there are important and distinctive nuances that are presented and examined.

Over the past twenty years, scholarly research on the disproportionate control, surveillance, and punishment of racial/ethnic minority students within U.S. public schools have indicated that these youth are subject to greater levels of violence and bullying. Many scholars have conceptualized the term “youth control complex.” This term references the hyper-criminalization of racial and ethnic minority youth across the U.S., which leads to greater levels of over-policing, surveillance, and punishment in U.S. public schools with large populations of racial and ethnic minority students. Using the 2015–2016 School Survey on Crime and Safety (SSOCS) data, this study addresses two major research questions. First, do racially/ethnically segregated schools have higher rates of policing, surveillance, and punishment? Second, do policing, surveillance, and punishment within segregated schools moderate the rate of bullying? Our findings indicate that majority-Black and majority-Latina/o/x schools do in fact experience hyper-criminalization in U.S. public schools in comparison to majority-White schools. Yet, these increased crime control and punishment efforts in majority-Black and majority-Latina/o/x schools do not have a significant impact on the rate of bullying. Moreover, our findings highlight the educational inequities between majority-Black, majority-Latina/o/x, and majority-White schools.

Although gun control laws are intended to reduce exposure to gun violence in communities across the country, the passage of gun control laws is often linked to a substantial rise in the number of guns sold in the U.S. National polls indicate that most individuals purchase firearms for protection, but some cite the fear of gun-buying restrictions as the main reason for purchasing a gun. It is unclear what impact gun legislation has on patterns of gun sales, as mass shootings continue to bring the U.S. gun debate to the forefront. Using statewide data on gun transactions in Massachusetts from 2006 to 2016, we examined patterns in gun sales following the passage of gun legislation and high profile mass shootings. Specifically, we used three events to test and refine the argument during this time period: (1) the Newtown shooting, (2) the San Bernardino shooting, and (3) the passage of the 2014 Massachusetts Gun Violence Reduction Act. Results from these time-series analyses indicated different patterns in handgun sales, with significantly larger increases occurring among first-time handgun buyers. Our findings complement prior work explaining the impact of mass shootings and gun control laws on the exposure to guns in communities.

Objectives: The current study examines the relationship between immigration, school punishment, and place in schools near the U.S.-Mexico border using a racial threat framework. Given the consequences of the immigration-crime link and the growing perception of the U.S.-Mexico border as a crime-ridden place, this study explores how immigration within certain places may differentially impact outcomes of school punishment. Methods: Using Generalized Linear Modeling (GLM) with a logistic link function, we examine the relationship between immigration and school violence by probing variation in school punishment and juvenile justice referrals across Texas schools given their proximity to the U.S.-Mexico border. Results: First, we find that Texas schools located near the U.S.-Mexico border have lower juvenile justice and school discipline rates net other variables in comparison to Texas schools away from the border. Second, we observe a negative relationship between a rise in the immigrant student population and punishment in Texas schools far from the U.S.-Mexico border and no relationship in Texas schools near the U.S.-Mexico border net of other factors. Conclusion: The current study highlights that the local context, such as proximity to the U.S.-Mexico border, is significant when examining the racial threat perspective in school punishment and warrants further attention in future research.