Preventing Gang Activity in Schools

 

Course Description
Gangs can be found in all cities with populations of 100,000 or more. Gangs are found within practically every major urban high school in the country (Camp and Camp, 1985; Curry and Decker, 1998: 125-132; Klein, 1995: 168-170; Spergel, 1995: 116-127). Exactly how many gangs and how many members there are in the country is presently not known with any degree of certainty. The most recent estimate is that there are more than 30,000 gangs and over 800,000 gang members (U.S. Department of Justice).

So much of what teachers and administrators think about gangs is embedded in popular myth and inconsistent with factual knowledge about the reality of gangs. The need for accurate analysis of the realities of various aspects of gangs is important for all educators to know. In most instances when gang problems arise in schools, educators have a tendency to respond with a uniform code of conduct, i.e. expulsion, suspension, detention. These tactics are implemented in hopes of inhibiting the future display of gang activity (Grant and Van Acker, 2000). This kind of reaction has proven to actually exacerbate the alienation of student involvement in gang activity.

This course begins with an orientation of three classes of theories explaining gang formation: strain, control, and sub-culture. Strain theory suggests that the difference between economic opportunity and individual aspirations is the root cause of gang formation. The strain, according to Merton (1938), is the “position of desiring a goal that they cannot reach through conventional means” (page 673). Control theory consists of two basic forms: individual or personal control and social control. Reckless (1967) “containment perspective” suggests that “pulls” to delinquency exist which the individual must control (pulls consist of unemployment, deviant friends, and frustration, among others). Control theory suggests students engage in gang activity because they have weak social bonds with family, school, neighborhood or other social structures (Hirschi, 1969). Sub-cultural theory supports the idea that gang involvement is simply an extension of the lower-class culture. Sutherland and Cressey advocated that delinquent behavior is learned and involves the same processes as other social behavior (1970).

Strain, control, and sub-culture are joined by many explanations of what might be labeled gang formation theories. Most researchers do not recognize one overriding theoretical explanation of gang formation. In this course we bring together several theories along with several longitudinal studies (Rochester Youth Development Study and Seattle Social Development Project) to compose a strategy educators may use to prevent gang formation, curb gang activity in the school, and to confront gang expansion. The strategy includes three techniques: preventing prior entry, co-opting gang activity, and competing with gang activity.

Objectives

  • Review theoretical explanations for the formation of gangs.
  • Identify the primary problem of gangs and define “gang.”
  • Determine the influence of multi-risk factors on gang membership.
  • Identify the antecedents to gang membership.
  • Review the characteristics of gang members.
  • Determine how gang membership promotes delinquent behavior.
  • Review the criminal activity of gangs and the influence of drugs and guns.
  • See gang membership from the perspective of gang members.
  • Analyze the organizational structure of gangs.
  • Identify trends in female participation in gangs.
  • Analyze, review, and assess intervention strategies.
  • Provide a future perspective on gangs.
Curriculum Design
There are a series of major concepts systematically presented by the instructor using the Socratic Method. Each concept acts as a building block to form a strategy teachers can use in the classroom and their school to prevent and control gang activity. Once the strategy is in place the instructor will shift to simulated application through student experiential group work. Groups will be organized around grade level. Each group will be asked to present a strategy that is adapted to their unique school setting. Preventing Gang Activity in Schools is a 3 credit graduate level or forty-five hour professional development course taught on weekends or over five full days.

Course Materials
Each student is provided a copy of the course text, Youth Gangs in American Society, Second Edition by Randell G. Sheldon, Sharon K. Tracy, and William Brown. The textbook and student guide will be provided for all students. Each session contains required readings, specific activities, and written reflections on the session content.

Session Outline
Session 1: What is a Gang?
Content:
  1. Introduction
  2. Session Objectives
  3. Ice-Breaker
  4. Objectives that can be added
  5. Complete class registration
  6. What is a gang?
  7. Gang crime
  8. Stereotyping
  9. Policy and reality
  10. Assignments
Session 2: Theoretical Explanation of Gangs
Content:
  1. Dyads: Sharing
  2. Presentation
  3. Theory Strain
  4. Theory Control
  5. Theory Sub-culture(s)
  6. Class Theory
  7. Assignments
Session 3: The Antecedents of Gang Membership
Contents:
  1. Dyad: Sharing Experience
  2. Presentation: Present Objectives
  3. Risk Factor Approach
  4. Cumulative Risk
  5. Origins of Gang Membership
  6. Synthesis
  7. School Applications
  8. Assignments
Session 4: Co-Opt Gang Pull
Contents:
  1. Dyad: Sharing Experience
  2. Presentation: Present Objectives
  3. Risk Factor Approach
  4. Cumulative Risk
  5. Origins of Gang Membership
  6. Synthesis
  7. School Applications
  8. Assignments
Session 5:
Contents:
  1. Dyad: Sharing Experience
  2. Presentation: Present Objectives
  3. Risk Factor Approach
  4. Cumulative Risk
  5. Origins of Gang Membership
  6. Synthesis
  7. School Applications
  8. Assignments
Session 6:
Contents:
  1. Dyad: Sharing Experience
  2. Presentation: Present Objectives
  3. Risk Factor Approach
  4. Cumulative Risk
  5. Origins of Gang Membership
  6. Synthesis
  7. School Applications
  8. Assignments
Session 7:
Contents:
  1. Dyad: Sharing Experience
  2. Presentation: Present Objectives
  3. Risk Factor Approach
  4. Cumulative Risk
  5. Origins of Gang Membership
  6. Synthesis
  7. School Applications
  8. Assignments
Session 8:
Contents:
  1. Dyad: Sharing Experience
  2. Presentation: Present Objectives
  3. Risk Factor Approach
  4. Cumulative Risk
  5. Origins of Gang Membership
  6. Synthesis
  7. School Applications
  8. Assignments
Session 9:
Contents:
  1. Dyad: Sharing Experience
  2. Presentation: Present Objectives
  3. Risk Factor Approach
  4. Cumulative Risk
  5. Origins of Gang Membership
  6. Synthesis
  7. School Applications
  8. Assignments
Session 10:
Contents:
  1. Dyad: Sharing Experience
  2. Presentation: Present Objectives
  3. Risk Factor Approach
  4. Cumulative Risk
  5. Origins of Gang Membership
  6. Synthesis
  7. School Applications
  8. Assignments

Grading
  Assignment Points   Grading Scale  
  Classroom Participation 15      100 – 93 A
  Written Reflections (5) 25       92 – 85 B
  Final Integration Project to Prevent and Control Gangs 35       84 – 77 C
  Final Exam 25    
  Total Points 100    

Student Requirements
1. Attend all class sessions for the requisite number of hours (45) and actively participate in all class activities.
2. Complete all reading assignments in the textbook and visit selected web sites. Each session includes a reflection assignment based on the session content and assigned readings. Please organize your reflections using the following format:
  1. Write in the format of an academic paper – follow a style manual of your choice.
  2. Use references to support your reflection.
You will submit your reflections at the beginning of the following session.
3. Assess the status of gangs in their school and community and complete a Prevention and Control Action Plan.
4. Complete all activities included in the student manual.
5. Pass a final exam.
6. Two assigned reflections must be a review of either an instructor approved reading or a reading included in the bibliography.

Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.

Register
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