NCJ Number
188030
Journal
Journal of Security Administration Volume: 23 Issue: 2 Dated: December 2000 Pages: 1-12
Date Published
December 2000
Length
12 pages
Annotation
This study examined the attitudes of Texas high school principals regarding the value and impact of 26 criminology/criminal justice concepts on school problems, with a view toward determining whether there is a need to include criminology and criminal justice courses in high schools.
Abstract
One of the main arguments for including such courses in the high school curriculum is that imparting to students knowledge of the content and nature of crime and subsequent consequences of criminal acts might act as a deterrent to crime. In the current study, a sample of 155 principals participated in the mail survey. Principals were asked about the importance of 26 criminology/criminal justice topics, whether learning about these topics would decrease crime at their schools, and whether students were learning these topics through other school activities. Principals were also asked whether their schools offered any of the following five criminology/criminal justice courses: introduction to criminal justice, crime in America, fundamentals of criminal law, courts and criminal procedure, and basic county corrections officer. T-test results indicated that schools currently offering a criminal justice course are likely to believe that the course is valuable for students and helps lessen school crime. Other significant findings are that victims/victimization, conflict resolution, drinking and driving, and substance abuse are concepts perceived to have a great impact on school problems; victims/victimization and conflict resolution are the most helpful, because they are not sufficiently available through other school activities; and the most significant perceived problem in offering a criminology/criminal justice course is finding a qualified teacher. 4 tables, 3 notes, and 14 references