Crime & Delinquency 59(8)

Crime & Delinquency, December 2013: Volume 59, Issue 8

Community and Campus Crime: A Geospatial Examination of the Clery Act
Matt R. Nobles, Kathleen A. Fox, David N. Khey, and Alan J. Lizotte

Despite the provisions of the Clery Act, which requires institutional reporting of crime on college campuses, patterns of campus crime have received surprisingly little research attention to date. Furthermore, few studies have described the extent to which college students engage in criminal behaviors. This study examines the criminality of students and nonstudents on the campus of a large southeastern university. To assess the effectiveness of the Clery Act, the data were mapped to identify geospatial patterns of offending on and off campus. Results illustrate important patterns of crime both on and off campus, involving both students and nonstudents. Also, multivariate analyses suggest that several factors are consistently predictive of on-campus and student arrests. Policy implications and suggestions for future research based on these findings are discussed.

Assessing the Mediation of a Fuller Social Learning Model on Low Self-Control’s Influence on Software Piracy
George W. Burruss, Adam M. Bossler, and Thomas J. Holt

Researchers have explored the empirical validity of linking key concepts from Gottfredson and Hirschi’s general theory of crime and Akers’ social learning theory. Much of this research, however, has neither included measures of differential reinforcement and imitation nor operationalized the social learning process as a second-order latent construct as supported by Akers and other scholars. Thus, in this study, the authors used structural equation modeling to examine both the direct effect of low self-control and its indirect effect via a fuller measure of the social learning process on software piracy to improve our understanding of this specific phenomenon and to also provide further insight on the empirical validity of linking concepts from these two theories. They found that the indirect effect of self-control via the social learning process on piracy was greater than its direct effect. In addition, as levels of low self-control increased, the probability of software piracy actually decreased when controlling for the social learning process.

Offender Perceptions of Graduated Sanctions
Eric J. Wodahl, Robbin Ogle, Colleen Kadleck, and Kenneth Gerow

Finding credible alternatives to revocation for offenders who violate the conditions of their community supervision has emerged as a salient issue in the corrections field. A number of jurisdictions have turned to graduated sanctions as an alternative to revocation. This study addresses one of the major gaps in the research on graduated sanctions by examining perceptions of graduated sanction severity through the administration of surveys to offenders under active supervision. Survey results revealed several important findings. First, offenders do not view jail as being substantially more punitive than community-based sanctions such as community service or electronic monitoring. Second, offenders viewed treatment-oriented sanctions as being more punitive than other graduated sanctions. Third, offender perceptions of graduated sanctions were influenced by a variety of individual characteristics such as gender, age, and education level.

The Impact of Security Placement on Female Offenders’ Institutional Behavior
Renée Gobeil, Kelley Blanchette, and Meredith Robeson Barrett

It has been argued that institutional misconduct is promulgated by the correctional environments associated with different security levels. In this article, the authors summarize the results of a study examining whether such an association was present among Canadian federally sentenced female offenders. A total of 964 security reviews of federally sentenced women were analyzed to determine the independent effects of assessed risk (on the basis of individual-level factors) and security placement on institutional behavior. The analyses revealed that institutional behavior was related to assessed risk, after controlling for the effect of security placement. No relationship between security placement and misbehavior remained after controlling for assessed risk. Together, these findings suggest that although individual-level variables influence behavior, security placement does not.

Implications of Different Outcome Measures for an Understanding of Inmate Misconduct
Benjamin Steiner and John Wooldredge

Quantitative studies geared toward understanding differences among prison inmates in their odds of committing rule infractions have grown over the last decade but with little consistency in the models examined, especially regarding the types of rule violations examined. These differences have, in turn, contributed to an increasingly complex picture of inmate misconduct that appears counterproductive for both theory and practice. The study described here was designed to assess the ramifications of examining different outcome measures for quantitative analyses of the subject. Findings revealed that three of the nine models examined produced unique information regarding the effects of various inmate predictors, including the models of physical assaults (on inmates and/or staff), drug/alcohol use, and other nonviolent misconduct. Analyses also uncovered several new substantive findings on the topic. Findings are discussed in light of their relevance for practice as well as theories of inmate behavior.

Criminal Offending and Learning Disabilities in New Zealand Youth: Does Reading Comprehension Predict Recidivism?
Julia J. Rucklidge, Anthony P. McLean, and Paula Bateup

Sixty youth (16-19 years) from two youth prison sites participate in a prospective study examining criminal offending and learning disabilities (LD), completing measures of estimated IQ, attention, reading, and mathematical and oral language abilities. Prevalence rates of LDs exceed those of international studies, with 91.67% of the offenders showing significant difficulties in at least one area of achievement (defined as 1 SD or more below the normative mean), the mean reading comprehension score falling at the 4th percentile. Four years post assessment, recidivism rates among released youth (n = 51) are investigated. After the investigators control for other known risk factors (including delinquency and estimated IQ), reading comprehension predicts future offending across measures, capturing rate, seriousness, and persistence of offending post release.