Social SciencesCriminologySocial PsychologyCrimeVictimologyViolence PreventionCrime PreventionCriminal JusticeYouth Violence PreventionAdolescent Gang ParticipationGang Prevention PolicySchool Crime PreventionSelf-protective BehaviorVictimization IncidenceYouth Gang Involvement
A report issued by the U.S. Department of Education (Chandler et al., 1998) analyzed the findings of the 1989 and 1995 School Crime Supplements to the National Crime Victim Survey, each of which was distributed to approximately 10,000 students. Findings of these surveys and other data sources show that gangs are very prevalent in schools, with 37% of students surveyed in 1995 reporting gangs in their schools. This number included nearly two-thirds of the Hispanic students, almost one half of the Black students, and one-third of the White students. The analysis showed a fairly high level of consensus among students with respect to indicators of youth gangs. Students also reported that most of the gangs they see at are involved in criminal activities, and students said that about 8% of gangs are involved in violence, drug sales, and carrying guns. The presence of gangs was correlated with criminal activity and the use of self-protective measures that indicate an atmosphere of perceived danger in the school environment. Analyses also confirmed a positive correlation between student victimization of all types and gang presence. Findings show the need for school security measures in conjunction with other measures to combat gangs in schools. (Contains 9 tables and 13 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. Department of Justice Office of Justice Programs Office of Juvenile Justice and Delinquency Prevention U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. o Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.
2