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The general characteristics of crimes occurring on American college and university campuses have changed, reflecting a much greater frequency and variety of criminal activities. Therefore, many campus police departments are considering alternative mechanisms aimed at crime control and diminishing the fear levels of constituents. While most municipal police agencies routinely arm themselves, traditionally, armed police forces have been uncharacteristic of campus law enforcement, especially at smaller, rural and suburban schools. The present research assesses campus constituency support and rationale for arming the police force at one university. Constituent status, gender, fear of crime, outcome of contact with an officer, and political ideology are among the variables discussed in relation to this contemporary issue.

Prison constitutes one of the main forms of managing punishment in penal systems (Dammert & Zúñiga, 2008; Garland, 2001; Sozzo, 2016). However, the study of prisons presents different emphases and scenarios depending on the context of observation. In this chapter, we analyse one of the most solid and structured prison systems in Latin America, the Chilean system, which aims to regulate all aspects of prison life, from those related to basic needs to those related to social reintegration. However, its intention of control clashes with the actual functioning of the prisons, producing tensions that are addressed by the staff under different strategies: some with a more punitive profile and others under more consensual margins. In order to explore this scenario, a documentary review of institutional reports on the Chilean prison system is carried out, which is combined with a descriptive qualitative study that, through in-depth and semi-structured interviews. The work carried out allows us to conclude that although order can be achieved through control and surveillance, that is, by imposing rules vertically, without listening to the people involved, demanding only the fulfilment of tasks, isolating and neutralising inmates in the event of any misconduct, this position creates a perception of injustice, which cumulatively can lead to violence (Byrne & Hummer, 2008). However, it is also possible to achieve order through legitimacy, that is, through relational mechanisms through which the problems of the people affected are identified and small agreements are reached, making them participants in the search for solutions.

This study aims to investigate the dynamics of cyberbullying among minority youths, focusing on its increasing prevalence in the digital realm, which does not necessitate technical expertise from the offenders. It explores a shift from conventional bully characteristics to individuals assuming new digital personas, merging traditional criminology with flag theory to analyze violent behavior online, specifically in educational environments, and studying the correlation between low self-control, affiliations with delinquent peers and the likelihood of cyberbullying occurrences.

The research uses structural equation modeling to examine survey data from 237 eleventh-grade students in St. Louis public schools, focusing on the relationships between cyberbullying, low self-control and association with delinquent peers within a comprehensive theoretical framework that includes the flag theory and demographic factors, as well as using multigroup analysis to investigate racial dynamics and confirming indirect effects using bootstrapping techniques.

The research establishes strong connections between low self-control, delinquent peer involvement, and cyberbullying, supporting the flag theory in digital violence contexts, while also showing that low self-control and peer engagement play a mediating role in cyberbullying incidents among minority youth, with racial composition having no significant impact on these dynamics.

The study is restricted by its focus on a particular geographical area, in conjunction with its reliance on self-reported information obtained exclusively from a specific age group. This specificity raises concerns about the applicability of the findings to diverse populations. Furthermore, the study’s dependence on a three-item assessment for cyberbullying, combined with the challenges encountered in achieving complete scalar invariance during multigroup analysis, emphasizes the need for more precise measurement tools and improved methodological frameworks.

This research discloses actionable insights fundamental to the advancement of cyberbullying prevention strategies. The finding that the connection between race and the effects of peer association and self-control on cyberbullying is minimal suggests that these interventions can be generally applied, transcending racial boundaries. Moreover, identifying self-control as a critical intermediary offers fresh avenues for cybercrime research, shifting the conventional focus from established predictors. By zeroing in on peer influence as a fundamental element, this study provides innovative angles to bolster the understanding of digital violence mitigation in educational settings.

This research emphasizes the urgent concern of cyberbullying among minority youths, along with its psychological and academic impacts. By elucidating the interaction between personal traits and social networks, the findings can guide comprehensive strategies aimed at cultivating safer digital spaces and bolstering social wellness within educational frameworks.

This research presents an original and ground-breaking method that combines various theories in criminology specifically in the context of cyberbullying among minority youths. By proposing a new and redefined role for self-control, which is not seen as the common main predictor but rather as a crucial mediator, this study provides fresh insights into the dynamics of cyber aggression. Through the detailed examination of the flag theory framework, the study uncovers the complex reciprocal relationship between self-control and peer engagement, revealing previously overlooked mechanisms in a broader landscape of digital violence.

This paper aims to conceptualize brand repulsion as a specific nuance of brand rejection, highlight the boundary work at play in situations of collective brand repulsion and extract implications for the brands that are at the centre of such situations and to delineate future directions for scholars.

The authors’ study of the “I Hate Apple” group on Facebook is grounded in a six-year long naturalistic enquiry designed to capture the boundary work performed by its members. The authors’ sources include netnographic data, online focus groups, observations and personal online correspondence with members and moderators.

This study’s findings reveal that certain brands serve the identity work of consumers by allowing them in erecting boundaries based on three major sources of repulsion: anti-fandom, anti-hegemony and anti-marketing. They show that for each type of boundary work, corporate and product brand repulsion seems prevalent.

This research limits itself to considering the types of boundary work related to brand repulsion as regards a single brand: Apple.

The study can help managers identify the types(s) of boundary work related to their brand and it provides practical recommendations for these various sources of brand repulsion. It also helps them distinguish between consumer brand repulsion directed against their product and their corporation.

This study advances knowledge in the field of brand rejection by exploring a specific nuance: brand repulsion. Its close examination of consumer collective practices offers a deeper understanding of the ins and outs of the paradoxical phenomenon of repulsion/attraction for a brand. The cultural lens is used as an original approach to this under-investigated nuance of brand rejection.

Aware that “those who aren't counted don't count” in health program planning, a community coalition, called African Partnership for Health, attempts a current estimate of the African community living in Portland, Oregon, USA. This paper seeks to describe the findings.

The paper's definition of the “African community” was crucially informed by community participation in the research process. The authors drew on existing publicly available data sources to estimate the size of the target population and identified the strengths and weaknesses of each source.

Conservative estimations are of a 2010 African community population of 11,500‐15,500 for the Portland metropolitan area. No data source on its own would have resulted in this estimate.

Areas for further research include creating practical systems to collect data on country of origin and to address an existing data bias towards refugees over immigrants. In the USA, more robust data collection systems are needed to estimate the impact of secondary migration on the size and characteristics of refugee and immigrant communities.

Health program planners should be aware that existing data may include more information about some groups (refugees as opposed to immigrants) and emphasize some characteristics (race as opposed to country of origin).

Including immigrant and refugee community members in the research process can result in more relevant definition of that community, which may lead to more effective program targeting and design.

Educational achievement gaps between Indigenous and non-Indigenous peoples exist as a critical issue and a policy challenge in most countries. This chapter examines contemporary schooling issues and inequalities experienced by Canadian Indigenous students in order to further understand the challenges that impact their schooling experiences.

This chapter draws on interviews with 50 participants (26 educators and 24 parents) within four southern Ontario school boards. Of those interviewees, 20 teachers and 20 parents identify as Indigenous (mainly Haudenosaunee, Anishinaabe, and Métis). Four non-Indigenous parent interviewees have children with Indigenous ancestry and six non-Indigenous teachers have Indigenous education as an area of specialization.

Findings suggest that Indigenous students encounter schooling challenges associated with: racial discrimination, feelings of not fitting in, and desires to blend in with the majority student population, as well as inequalities in Indigenous-focused programs and initiatives.

Given the historical context of discrimination against Indigenous Canadians in schooling, Indigenous students are challenged with distinct barriers that shape educational experiences as they advance in their academic careers. Interviewees described how embedding content based on Indigenous cultures, perspectives, and histories into public schools can not only counter negative experiences for Indigenous students, but also facilitate respect for cultural diversity among non-Indigenous students, and serves as a mechanism to combat racism and prejudice in the school community.

The study assesses public health programs to shed light on the experiences of low-income and minority women with children seeking health services. Thirteen focus groups were conducted with 111 pregnant women or women with children. Women consumers of public health services experience difficulties accessing health services due to a lack of insurance, information and language barriers about programs and eligibility, a shortage of Medicaid providers and specialist services, long waits, bureaucratic barriers, and dismissive treatment. Accessibility and information barriers were more prominent in rural regions whereas bureaucratic barriers were more pronounced in urban areas. Lower satisfaction with services was reported among ethnic minority women compared to whites.