Sally-Ann Ashton and Anna Bussu
The purpose of this paper is to explore how young people who offend with others define delinquent and criminal groups and consider the social risk factors associated with gang…
Abstract
Purpose
The purpose of this paper is to explore how young people who offend with others define delinquent and criminal groups and consider the social risk factors associated with gang membership and criminal exploitation.
Design/methodology/approach
The sample consisted of 15 young people who were purposively sampled from a group of 14- to 17-year-old males who had been identified as at risk of gang involvement and referred to a community-based programme. Using a social identity framework, a thematic analysis was undertaken to investigate how the participants viewed their role in offending as part of a group.
Findings
The participants identified peer groups, street gangs and the involvement of adult criminals as distinct categories of offending groups. Unlike prior models for gang involvement, some members of the sample were involved in multiple groups to perform different categories of crime. Importantly, participants displayed an awareness of exploitation and described successful exit strategies from criminal groups.
Research limitations/implications
Understanding how young people who are involved in delinquent behaviour and offending define gang and group offending.
Practical implications
The implications for gang and group offending prevention and intervention programmes are discussed.
Originality/value
The literature on child criminal exploitation and UK drug markets is in its infancy. This paper offers further evidence for the processes of joining and leaving delinquent and criminal groups.
Details
Keywords
Anna Bussu, Claudio Detotto and Laura Serra
Research on the association between individual characteristics of undergraduate students, drop-out and delayed graduation is still evolving. Therefore, further evidence is…
Abstract
Purpose
Research on the association between individual characteristics of undergraduate students, drop-out and delayed graduation is still evolving. Therefore, further evidence is required. The paper aims to discuss this issue.
Design/methodology/approach
This paper reports on an empirical study examining the relationship between students’ individual characteristics and delayed graduation. The analysis is based on a sample of 1,167 students who have registered on and have completed a full-time undergraduate programme in Italy. Using a Probit model, the findings document the individual, background and environmental indicators that play a role in explaining delayed graduation.
Findings
The study observes that students who commute to university perform better than those residing on campus. Other factors increasing the probability of completing the undergraduate programme on time include individual characteristics (e.g. gender and age), student background (family income, education), institutional environment (teaching and research quality) and student satisfaction. Finally, some policy implications are discussed.
Social implications
A direct policy implication of these findings is that supporting academic staff in order to enhance their performance in both research and teaching has a positive effect on the performance of the students.
Originality/value
This paper contributes to the debate on the impact of institutional quality on students’ performance, aiming to address the question of balance between teaching and research orientation.
Details
Keywords
The purpose of this self-study is to analyze my experiences learning in Poland, the country where Nazis imprisoned and murdered my family. I share findings from multiple museum…
Abstract
Purpose
The purpose of this self-study is to analyze my experiences learning in Poland, the country where Nazis imprisoned and murdered my family. I share findings from multiple museum locations, including implications for history teachers, teacher educators and visitors to Holocaust museums.
Design/methodology/approach
I participated in a ten-day professional development seminar designed for American teachers to visit Poland. To allow for self-study after the trip, I maintained a reflexive journal and photographic records of each day I was in Poland. I analyze these data in conjunction with publicly available data from the museums and historical sites I visited in Poland.
Findings
The findings suggest that teachers can face many challenges when learning in a land of traumatic absences. Many challenges stem from the absences of buildings and survivors, as those may be integral to place-based learning. Testimonies and first-person accounts may ameliorate these challenges for teachers engaging in place-based learning. Additionally, teachers may use these accounts to bring a pedagogy of remembrance from Poland to their classrooms.
Originality/value
This study is not under review with another journal.