Week 8 discussion soci332

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Sociology

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Jan 9, 2024

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Shaliq Zimmerman SOCI 332 American Military University 23NOV23

Introduction • The complex connection that exists in modern society between education and crime has substantial consequences for the creation of policies as well as the general welfare of society as social conditions change. • It is critical to examine the relationship between educational attainment and crime rates because it may serve as a barrier to criminal activity (Ades & Mishra, 2021). • This study investigates the connection between crime rates and educational attainment across different American regions. • The main objective is to ascertain whether lower crime rates in particular communities are correlated with higher levels of education. • The research question guiding this study is Does the crime rate in an environment decrease with a higher achievement of education level?

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Literature review • Ades and Mishra's (2021) extensive study on the relationship between crime rates and education indicates that higher education levels are linked to lower crime rates. • Carr et al. (2022) emphasize the importance of high-quality education to control criminal activity. • The study indicates that improvements in educational quality substantially positively impact lowering crime rates in communities. • Houtepen et al. (2020) indicate that socioeconomic factors like community characteristics, unemployment rates, and income levels influence high crime rates in society. • Sanchez et al. (2020) argue that changes in individuals' educational attainment over time influence their engagement in criminal activity, thus influencing the temporal dynamics of the education-crime relationship. • Kubrin & Tublitz's (2023) indicate that community-based educational initiatives are crucial in addressing crime in society.

Methods • The dataset, comprising 2348 respondents, delineates diverse educational achievements, with 50.2% having completed high school. This emphasizes a prevalence of secondary education within the sample. • Variable selection is pivotal, with "Education level" and "halting rising crime rate" chosen to untangle the complex network between education and crime perceptions. • Frequency tables and charts provide a detailed breakdown, revealing varying opinions on crime prevention. • Completing a high school education sets the stage for exploring its potential impact on crime perceptions.

Methods • The study investigates the impact of educational attainment on crime rates. • The research hypothesis is that higher education levels correlate with reduced crime incidences. • The hypothesis is grounded in the belief that increased educational attainment contributes to improved socioeconomic conditions and a heightened awareness of the societal consequences of criminal behavior. • This is essential for controlling illegal activities.

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Education level chart Education level distribution Attitude towards crime prevention The robust correlations seen among participants who perceive education as contributing "About Right" or "Too Little" highlight the capacity of education to shape constructive perspectives on crime prevention.

Descriptive information

Halting Crime

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Findings and discussion • There is a robust correlation between respondents' perceptions of the impact of education on crime rates and their educational attainment. • The hypothesis implies that higher education levels may contribute to breaking the cycle of criminal behavior by fostering improved socioeconomic conditions. • The study suggests that a deeper understanding of the societal consequences of crime, often associated with higher education, serves as a deterrent to engaging in criminal activities. • The group of people who consider education to be expensive may not strongly link education to crime control. • The positive Gamma value of 0.162 signifies that the perception of effective crime control increases with higher educational attainment, reinforcing the hypothesis of a positive correlation. • The findings underscore the intricate relationship between education and crime perceptions, emphasizing the importance of considering diverse viewpoints from individuals with varying educational backgrounds.

Gamma value of 0.162 signifies that the perception of effective crime control increases with higher educational attainment, reinforcing the hypothesis of a positive correlation.

Respondents’ Perception of The Role of Education in Halting the Crime vs. Rate Their Highest Degree Cross tabulation

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Conclusion • The study strongly supports the notion that increased education is associated with decreased perceived crime rates. • Education is necessary for shaping constructive perspectives on crime prevention. • The positive Gamma value (0.162) indicates that higher education levels result in successful crime prevention. • The results suggest that promoting better educational attainment could be a crucial strategy in lowering local crime rates. • This emphasizes the societal impact of education on crime perceptions.

References • Ades, J., & Mishra, J. (2021). Education and crime across America: Inequity’s cost. Social Sciences, 10(8), 283. https://doi.org/10.3390/socsci10080283 • Carr, J., Marie, O., & Vujić, S. (2022). Education and crime: What we know and where do we go?. In A Modern Guide to the Economics of Crime (pp. 150-183). Edward Elgar Publishing. • Houtepen, L. C., Heron, J., Suderman, M. J., Fraser, A., Chittleborough, C. R., & Howe, L. D. (2020). Associations of adverse childhood experiences with educational attainment and adolescent health and the role of family and socioeconomic factors: a prospective cohort study in the UK. PLoS medicine, 17(3), e1003031. • Kubrin, C. E., & Tublitz, R. (2023). Social disorganization theory and community-based interventions. In Routledge Handbook of Evidence-Based Criminal Justice Practices (pp. 13-25). Routledge. • Sanchez, S., Park, N., & Fedorek, B. (2020). Creating significant learning outcomes in criminal justice courses: A classroom activity to encourage reflexivity and empathetic thinking. Journal of Criminal Justice Education, 31(2), 267-282.

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