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THE IMPACT of SCHOOL POLICING PRACTICES on STUDENT BEHAVIORS in OHIO PUBLIC SCHOOLS JENNIFER DOHY Bachelors of Science Clevelan

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THE IMPACT of SCHOOL POLICING PRACTICES on STUDENT BEHAVIORS in OHIO PUBLIC SCHOOLS JENNIFER DOHY Bachelors of Science Clevelan THE IMPACT OF SCHOOL POLICING PRACTICES ON STUDENT BEHAVIORS IN OHIO PUBLIC SCHOOLS JENNIFER DOHY Bachelors of Science Cleveland State University December 2010 Master of Education Cleveland State University August 2012 Submitted in partial fulfillment of requirements for the degree DOCTOR OF PHILOSOPHY IN URBAN EDUCATION at the Cleveland State University May 2016 © Copyright by Jennifer Dohy, 2016 We hereby approve the dissertation of Jennifer Dohy Candidate for the Doctor of Philosophy in Urban Education Degree This Dissertation has been approved for the Office of Doctoral Studies, College of Education and Human Services and CLEVELAND STATE UNIVERSITY College of Graduate Studies by ______________________________________________________ Chairperson: Tachelle I. Banks, Ph.D. Teacher Education ______________________________________________ Methodologist: Joshua G. Bagaka’s, Ph.D. Curriculum and Foundations _______________________________________________ Anne M. Galletta, Ph.D. Curriculum and Foundations ________________________________________________ Brian Harper, Ph.D. Curriculum and Foundations ________________________________________________ Ronnie A. Dunn, Ph.D. Urban Studies April 25, 2016 Student’s Date of Defense THE IMPACT OF SCHOOL POLICING PRACTICES ON STUDENT BEHAVIORS IN OHIO PUBLIC SCHOOLS JENNIFER DOHY ABSTRACT Many American public schools began to employ School Resource Officers (SROs) in the 1990s as a result of mass school shootings in the early 1990s (Weiler & Cray, 2011). An SRO is a law enforcement officer serving primarily within a school community whose mission is to ensure safety, order, and discipline through conflict mediation and critical incident response (Clark, 2011). According to national data, there are currently SROs in 35% of schools, regardless of level (e.g., elementary, middle, and high school), location (e.g., rural, town, suburban, or city), or student population (Weiler & Cray, 2011). Despite a heavy reliance on policing in American public schools, limited research exists regarding the long term implications of these measures on student behaviors. The present study examined variations in incidents of student insubordination and violence between 2010 and 2014. An individual change model allowed for repeated observations of student behaviors in 148 schools at the individual school level at the initial status (2010) and over time. Finding were significant at the initial status only. As school size and the total number of school policing measures increased, so did student incidents of insubordination in 2010. School policing and the percentage of economic disadvantage did not predict violence. Findings contribute to the knowledge base regarding school policing by considering the actual number of behavior incidents with respect to policing in all school locales, revealing that the impact of school policing on iv student behaviors may transcend race and geographic location. The study recommends alternative approaches to problematic behavior and intensive training for school police officers. v TABLE OF CONTENTS ABSTRACT ....................................................................................................................... iv LIST OF TABLES .............................................................................................................. x CHAPTER: I. INTRODUCTION ........................................................................................... 1 Statement of the Problem ......................................................................... 4 Purpose of the Study ................................................................................ 6 Hypotheses ....................................................................................... 6 Research design ................................................................................ 7 Significance .............................................................................................. 7 Theoretical Framework .......................................................................... 10 Definitions of Key Terms ...................................................................... 22 Organization of the Study ...................................................................... 25 II. REVIEW OF THE LITERATURE ............................................................... 26 Social Construction and Labeling Theory ............................................. 27 School discipline policies and the media ....................................... 30 Social construction of “urban.” ...................................................... 33 Social construction of inner city, urban schools ............................. 33 Historical Analysis Regarding the Urban and Minority Relationship ... 37 1950s -1960s ................................................................................... 37 1980-1995 ....................................................................................... 41 Broken windows ............................................................................. 45 Mental disabilities and public drunkenness .................................... 50 vi Support of broken windows ........................................................... 52 Arguments against broken windows .............................................. 54 Police brutality and racial profiling ................................................ 64 Summary ........................................................................................ 66 Incrementalism ....................................................................................... 68 School discipline ............................................................................ 70 Safety policies ................................................................................ 71 School safety and broken windows ................................................ 72 School policing and foot patrol ...................................................... 73 The Gun Free School Act and Zero Tolerance Policies ........................ 74 Effectiveness and consequence of zero tolerance policies ............. 75 Zero Tolerance and inner city, urban, minority students ............... 80 School Policing ............................................................................... 83 Security guards and violence in schools ......................................... 89 Student perceptions ........................................................................ 91 Cultural Forces ....................................................................................... 92 Cultural forces in urban communities ............................................ 95 Cultural forces and inner city, urban schools ................................. 98 Summary .............................................................................................. 103 III. RESEARCH METHODOLOGY ................................................................ 106 Introduction .......................................................................................... 106 Purpose of the Study ............................................................................ 106 Pilot Study .................................................................................... 107 vii Research Design ................................................................................... 111 Variables ....................................................................................... 111 Participants ................................................................................... 111 Instrumentation ............................................................................. 112 Procedures .................................................................................... 113 Institutional review board ..................................................... 113 Data processing and analysis ........................................................ 114 Model specification ...................................................................... 117 Level 1 model ....................................................................... 117 Level 2 model ....................................................................... 117 Summary .............................................................................................. 118 IV. FINDINGS .................................................................................................. 119 Introduction .......................................................................................... 119 Descriptive Characteristics .................................................................. 122 Findings of the Study ........................................................................... 122 Research questions #1 .................................................................. 123 Research questions #2 .................................................................. 124 Research question #3 .................................................................... 125 Research question #4 .................................................................... 126 Overview .............................................................................................. 127 Summary .............................................................................................. 128 V. DISCUSSIONS, CONCLUSIONS, AND RECOMMENDATIONS ......... 130 Introduction .......................................................................................... 130 viii Discussion of Findings
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