The association between police officers in schools and students’ longer term perceptions of police as procedurally just

IF 3.5 1区 社会学 Q1 CRIMINOLOGY & PENOLOGY
Deanna N. Devlin, Mateus Rennó Santos
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Abstract

Research Summary

Much debate exists regarding the use of police inside schools and their impacts on students. Some argue that the use of School Resource Officers (SROs) could foster positive perceptions of police. However, no research exists examining whether SROs affect perceptions of police later in life. Further, research has not evaluated how differing SRO roles impacts lasting perceptions of police. Using a regression analysis on a sample of 328 college students, this study investigated whether there is a relationship between SRO presence during the middle- or high-school years and current perceptions of local law enforcement in terms of procedural justice (neutrality, voice, trust, respect). Additionally, we compared the impacts of various SRO roles including an enforcement only approach, a mixed approach (i.e., law enforcement and an additional activity such as teaching) and a full triad approach (i.e., law enforcement, teaching, and mentoring) on these perceptions. The results reveal differential impacts on perceptions depending on whether the SRO was used in middle versus high school as well as the role typology of the SRO. Though small, there were mostly negative relationships between SRO presence in middle school and lasting perceptions of procedural justice for local police, though the use of a full triad model mitigates this negative effect. In contrast, SRO usage in high school has small yet positive effects on longer term perceptions of police, but only when performing a mixed or full triad approach.

Policy Implications

Policy makers and school administrators should reconsider the use of SROs in middle schools as the exposure to these officers early on is associated with more negative lasting impressions of police. However, the use of SROs in high schools can be beneficial for fostering long-term perceptions of police so long as these officers are engaged in activities beyond pure law enforcement.

学校警察与学生对警察程序公正的长期看法之间的关系
关于在学校内使用警察及其对学生的影响存在许多争论。一些人认为,使用学校资源主任(sro)可以培养对警察的正面看法。然而,目前还没有研究调查sro是否会影响以后对警察的看法。此外,研究还没有评估不同的SRO角色如何影响对警察的持久看法。通过对328名大学生样本的回归分析,本研究调查了初中或高中时期SRO的存在与当前对地方执法在程序正义(中立、发言权、信任、尊重)方面的看法之间是否存在关系。此外,我们比较了各种SRO角色对这些看法的影响,包括仅执行方法、混合方法(即执法和其他活动,如教学)和完整的三合一方法(即执法、教学和指导)。结果显示,在初中和高中是否使用SRO以及SRO的角色类型对感知的不同影响。虽然很小,但在中学SRO的存在与当地警察对程序正义的持久感知之间存在主要的负相关关系,尽管使用完整的三位一体模型减轻了这种负面影响。相比之下,在高中使用SRO对警察的长期看法有小而积极的影响,但只有在执行混合或完全三合一方法时。政策制定者和学校管理者应该重新考虑在中学使用sro,因为早期接触这些官员与对警察的更负面的持久印象有关。然而,在高中使用sro有利于培养对警察的长期看法,只要这些警察从事的活动不仅仅是纯粹的执法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Criminology & Public Policy
Criminology & Public Policy CRIMINOLOGY & PENOLOGY-
CiteScore
8.10
自引率
6.50%
发文量
41
期刊介绍: Criminology & Public Policy is interdisciplinary in nature, devoted to policy discussions of criminology research findings. Focusing on the study of criminal justice policy and practice, the central objective of the journal is to strengthen the role of research findings in the formulation of crime and justice policy by publishing empirically based, policy focused articles.
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