Thesis (M.S.) -- Central Connecticut State University, 2005. / Thesis advisor: Stephen M. Cox. "... in partial fulfillment of the requirements for the degree of Master of Science in Criminal Justice." Includes bibliographical references (leaves 51-53). Also available via the World Wide Web.

Thesis (Ph. D.) -- University of Colorado, 2006. / Includes bibliographical references (p. 268-298). Also available online (viewed 2/18/08).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI Company.

Research on gangs has traditionally focused on identifying the risk factors associated with youth gang membership in multiple developmental domains with limited attention on examining the protective factors that may buffer youth from joining gangs (Howell & Egley, 2005). Educational and psychological research have found robust evidence that school engagement protects youth from a host of risky activities and negative outcomes (e.g., substance use, dropping out of school) and may hold promise in also protecting youth from gang involvement. Therefore, the purpose of the present study is three-fold: (1) to identify students who are at risk for gangs; (2) to investigate whether school engagement can be a protective factor for youth at risk for joining gangs; and (3) to examine whether a well-supported model of motivational development can account for the dynamics that may facilitate or undermine school engagement as a protective factor for gang involvement. Data (N = 342) from an ethnically/racially diverse and socio-economic homogeneous sample were analyzed. Students reported on their levels of (1) engagement versus disaffection from school activities, (2) belongingness, competence, and autonomy, (3) school climate and teacher support, and (4) attraction to and participation in diverse extracurricular activities. In addition, an innovative method for measuring student attraction to gangs was tested. Preliminary evidence indicated that Gang Attraction Profile was a distinct student profile that was structurally different and not redundant with traditional methods of self-reported gang membership. The Gang Attraction profile was sensitive in distinguishing youth of differing levels of gang attraction and gang involvement. Results also indicated that school environments that are experienced as supportive and caring promoted student engagement and achievement. Evidence was found that belongingness to the school played an important role in buffering youth from being attracted to and involved in gangs. Specifically, a student's self-perception of belongingness was related to higher levels of school engagement and teacher support, and lower levels of gang attraction and gang involvement. These results not only highlighted the importance of school belongingness in buffering youth from negative outcomes such as gang involvement and gang attraction, but also revealed a different motivational process that may lead to gang involvement than previously expected. Implications for the design of prevention and intervention programs are discussed as well as directions for future research.

Thesis (Th. M.)--Dallas Theological Seminary, 2006. / Includes bibliographical references (leaves [54]-61).

Thesis (Th. M.)--Dallas Theological Seminary, 2006. / Includes bibliographical references (leaves [54]-61).

Incidence of youth and gang violence in the Portland, Oregon metro area has increased dramatically over the past five years. This violence has recently become more spatially diffuse, shifting outwards from gentrified, inner city neighborhoods, towards the city's periphery. These incidents exist within the context of a shifting regional political economy, characterized by a process of gentrification associated displacement and growing, and distinctly racialized and spatialized, inequalities. While gang researchers have long argued a corollary between the emergence of gangs and economically and culturally polarized urban landscapes, the ongoing suburbanization of poverty in American cities suggests a new landscape of uneven power differentials playing out between disenfranchised youth and those seeking to police and prevent violence. This paper provides a critical examination of how local agencies charged with addressing youth and gang violence are responding to shifts in the landscape of violence and navigating the inequitable distribution of wealth and resources in the "progressive" city. Drawing on interviews conducted with police, policy makers and gang outreach workers, the author investigates both perceptions of gentrification's role in youth and gang violence and the spacialities of emerging enforcement and prevention efforts. My findings suggest that prevention and enforcement efforts frequently rely on techniques and models designed to replicate conditions in older, gentrified neighborhoods, while perhaps unwittingly reifying existing inequalities. Ultimately, I hope to reveal some of the links, both at macro-structural levels and those of daily practice, between a shifting political economy and emerging forms of suburban policing.

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This research investigated the strategies used by school administrators in selected high schools to prevent or reduce gang-related activity and violence. Interviews were conducted with six high school principals, six assistant principals, fifteen staff members and eleven students. All of the students were gang members. The results of the study showed that there are gang members in all schools, but that their gang activity at school is curtailed by some specific strategies.