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NCJ Number: 114301 Find in a Library
Title: Strain Theory and Public School Vandalism: Academic Tracking, School Social Status, and Student's Academic Achievement
Journal: Youth and Society  Volume:20  Issue:1  Dated:(September 1988)  Pages:106-118
Author(s): C E Tygart
Date Published: 1988
Page Count: 13
Type: Report (Study/Research)
Format: Article
Language: English
Country: United States of America
Annotation: This study of variables suspected of influencing school vandalism provides support for Agnew's (1985) strain theory revision, which theorizes that delinquency results from the inability of youth to avoid aversive situations.
Abstract: The variables were measured from a cluster of public schools in the general metropolitan Los Angeles area for the academic year 1983-84. A major explanatory variable was social class variation among the various schools investigated (elementary schools, middle or junior high schools, and senior high schools). The other two independent variables were students' academic achievements and the extent to which the schools group students according to academic achievements and/or aptitude. The three school categories were used to determine whether students' ages influenced the vandalism experienced by the schools. Vandalism incidents were determined from school records, and the socioeconomic status of each school was determined by school funding, since base revenue per average daily attendance is a valid indicator of a school's relative wealth. Students' academic achievements were obtained from scores on standardized achievement tests. Most of the vandalism was in junior high schools, and 'tracking' (grouping of students by academic achievement) was consistently associated with increased vandalism. There was a modest negative correlation between school socioeconomic status and vandalism. 2 tables, 18 references.
Main Term(s): Vandalism causes
Index Term(s): School influences on crime; Strain theory
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