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Abstract
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VioLit summary:
OBJECTIVE:
The purpose of this paper by Moriarty and Fleming was to examine the emergence of gang activity in suburban neighborhoods, and presented school officials with ten strategies for dealing with gang influence in suburban schools.
METHODOLOGY:
A non-experimental literary commentary was used to review the problem of suburban gangs and to propose a ten step anti-gang plan for suburban school systems.
FINDINGS/DISCUSSION:
Gang growth in suburban schools was most likely caused by the increasing numbers of transfer students from large cities who had already been exposed to some form of gang activity. Compared to most suburban youths, these students were significantly disadvantaged both academically and socially and felt intimidated in this new environment. Reverting back to inner-city ideologies, the transfer student may have incorporated gang language or symbols to gain acceptance from their new peers. Marginal students who grew up in the suburban community, but who always stayed on the periphery of school life, were likely to be intrigued with the gang culture, and might have begun to form their own gangs. AUTHORS' RECOMMENDATIONS:
To guarantee safety for all the students, a gang prevention plan based on ten strategies was identified. 1) The school and the community must admit that there may be a potential for gangs in their school district. 2) School executives need to be aware of gang symbols and paraphernalia, and school policy should state that any use of gang symbols, paraphernalia, or language will not be tolerated and could be grounds for expulsion. 3) The school should penalize any student who affiliates with gangs, but also increase the rewards for youths who resist gang influence. Identify those with leadership abilities who may find gangs appealing, and get them involved in the school by using their ability to advance school goals. 4) Devise ways to keep students involved with after school activities so they will not be vulnerable to gang membership. 5) Communicate with law enforcement officials for they have information and expertise about crime in the community, and can inform school personnel of the latest trends among local gangs. Police officers can provide security and liaison services to the school, and their presence may be a deterrent to gangs, or potential members of gangs. 6) Give new students activities and opportunities to help them feel like they belong. This can help school officials identify student leaders, and help put there talent into positive work. 7) Educate the teaching staff about the latest gang activity in the community, and update teachers periodically with latest information on gang symbols. 8) Educate parents early on about the problems of gangs, and teach them to recognize early signs of gang involvement in kids. 9) Since educators and law enforcement personnel are the only authority figures the children may see outside the home, there is a need to find other positive role models for the children. 10) Develop a career program that will help marginal students find a meaningful connection between their school experiences, and their future. The author's stated in general, that any gang prevention plan needs to address the student who serves as the nucleus of a suburban gang as well as those students who are drawn to gang life. EVALUATION:
This review offers a look at one possible route for the spread of gang activity into areas that had not seen this problem before. The discussion of gang activity as related to both reversion to inner city social skills and as an attraction for marginal students lead the author to conclude that a program which emphasizes integration, education, and recognition of gang behavior is one way to address the issue. The evidence for this means of gang spread is largely based on the author's own experience and needs to be backed with more empirical research. A consideration not specifically addressed in the plan which could be taken from the discussion of gangs is a support program not only to reward resistance to gang activity but to also teach inner city transfers new skills which are not gang based. (CSPV Abstract - Copyright © 1992-2007 by the Center for the Study and Prevention of Violence, Institute of Behavioral Science, Regents of the University of Colorado)
KW - School Gang Activity
KW - Suburban Gang
KW - Suburban Violence
KW - Suburban School
KW - Suburban Youth
KW - Juvenile Gang
KW - Juvenile Offender
KW - Juvenile Violence
KW - Gang Intervention
KW - School Violence
KW - Violence Intervention
KW - Intervention Recommendations
Language: en |