Schools, Neighborhoods, and Violence

The study of place has recently gained prominence in new work by sociologists and criminologists. Neighborhoods, Schools, and Violence furthers this evolution of the merger of social disorganization theories and opportunity theories in explaining the crime potential of place. Specifically looking at data from Prince George's County, Maryland, author Caterina Roman cogently utilizes the criminal opportunity framework to examine the influence of schools on neighborhood variations in the rates of violence. Roman's research seeks to answer, What are the contributions of routine activity and social disorganization to block-level violence?, and How does the presence of schools change the relationship between opportunity and violence? Criminologist, sociologists, and any one interested in temporal and spatial aspects of crime opportunity, will find this volume an invaluable tool.

“This book provides a thorough analysis of important theoretical concepts surrounding social disorganization, opportunity, and place. Dr. Gouvis Roman's focus on schools and use of innovative statistical techniques contribute significantly to our understanding of crime and the environment in which it occurs.”

Schools, Neighborhoods and Violence is that rare product of excellent theory, insightful evidence, and methodological sophistication combined by a flowing and accessible writing style. Gouvis Roman’s book should be required reading among academics, students, practitioners and policy-makers in the fields of crime analysis and crime control, the geography of crime, and criminology. -- Graham Farrell, Midlands Centre for Criminology and Criminal Justice, Loughborough University
-- Rachel Boba, Florida Atlantic University

Caterina G. Roman is Principal Investigator in the Justice Department of The Urban Institute.

The study of place has recently gained prominence in new work by sociologists and criminologists. Neighborhoods, Schools, and Violence furthers this evolution of the merger of social disorganization theories and opportunity theories in explaining the crime potential of place. Specifically looking at data from Prince George's County, Maryland, author Caterina Roman cogently utilizes the criminal opportunity framework to examine the influence of schools on neighborhood variations in the rates of violence. Roman's research seeks to answer, What are the contributions of routine activity and social disorganization to block-level violence?, and How does the presence of schools change the relationship between opportunity and violence? Criminologist, sociologists, and any one interested in temporal and spatial aspects of crime opportunity, will find this volume an invaluable tool.

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