skip navigation


Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.


NCJ Number: 82072 Find in a Library
Title: Schooling as a Response to Crime (From Reactions to Crime, P 205-226, 1981, Dan A Lewis, ed. - See NCJ-82062)
Author(s): M W Sedlak
Date Published: 1981
Page Count: 22
Sponsoring Agency: Sage Publications, Inc
Thousand Oaks, CA 91320
Sale Source: Sage Publications, Inc
2455 Teller Road
Thousand Oaks, CA 91320
United States of America
Type: Historical Overview
Language: English
Country: United States of America
Annotation: The impact that changing strategies to prevent and control delinquency have had on the direction and pace of public education is historically reviewed.
Abstract: The common school movement of the early 19th century was the initial effort to use educational institutions to preserve social order on a mass scale. Children were enrolled from all economic, ethnic, and religious groups to inculcate shared values and attitudes. In sharp contrast to the era of the common schools, educational reformers in the early 20th century sought to differentiate, categorize, and segregate various groups of deviant and otherwise defective or abnormal children into specialized programs. The efforts of educational and social welfare professionals to identify and exploit new markets for their elaborate technical capabilities accelerated the differentiation process. During the 1960's critics charged that the practices of labeling children enrolled in special programs provided insufficient social integration and exacerbated youthful rebelliousness. Public authorities have since become increasingly skeptical of the schools' ability to socialize potential delinquents and are demoralized by the extent to which schools have become criminogenic environments which must be defended from the children they had hoped to save. The inevitable failures that lie in the wake of preoccupation with motivation and socialization have obscured the necessity of clarifying the precise context of serious delinquent events and the role that technical procedures might play in their reduction. Sixty-four references are listed.
Index Term(s): Juvenile delinquency prevention; Public education; Public schools
To cite this abstract, use the following link:

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.