Marc L. Swatt

Evidence of a Gene X Environment Interaction in the Creation of Victimization Results From a Longitudinal Sample of Adolescents

A large body of research has revealed that aggressive personality traits and violent criminal behaviors are influenced by genetic factors. Surprisingly, however, no research has been devoted to investigating the potential genetic origins to adolescent victimization. In the current study, the authors address this gap in the literature by using data from the National Longitudinal Study of Adolescent Health (Add Health) to examine whether different variants of the dopamine D2 receptor gene (DRD2) are related to victimization, net of the effects of environmental measures. The results of the multivariate models revealed a significant gene X environment interaction in the creation of victimization for White males. Specifically, DRD2 interacted with delinquent peers to predict victimization. The authors discuss the implications of these findings.

Using Propensity Score Matching to Understand the Relationship between Gang Membership and Violent Victimization: A Research Note

Due to methodological limitations, such as unmatched gang samples and a lack of longitudinal investigations, it remains unresolved whether joining a gang leads to future violent victimization or both share a set of common causes. Guided by selection, facilitation, and enhancement perspectives, the current study applied Propensity Score Matching on data from the Gang Resistance Education and Training longitudinal study to investigate the nature of the gang‐violent victimization relationship. Results indicated antecedent differences between those who did and did not join gangs, particularly violent victimization and delinquency. When gang and non‐gang members with similar propensities for joining were matched, the relationship between gang membership and violent victimization dissipated. Findings suggest policy attention to early delinquency and victimization risk factors generally.

ASSESSING THE GENERALITY OF GENERAL STRAIN THEORY: THE RELATIONSHIP AMONG OCCUPATIONAL STRESS EXPERIENCED BY MALE POLICE OFFICERS AND DOMESTIC FORMS OF VIOLENCE

ABSTRACT Agnews (1992) General Strain Theory (GST) is one of the more recent advances in criminological theory. This study explores the generality of GST using a sample of 596 Baltimore, Maryland male police officers that variably report engaging in domestic forms of violence. Logistic and OLS regression analyses indicate that occupational strain has an indirect relationship with domestic violence through negative affective measures of anger and depression. Strain/negative affect-alleviating factors, i.e., social support and spiritual coping, did not have an effect on domestic violence. Overall, the relationships among variables lend support for the theory even when controls are considered. Limitations of the study and directions for future research on GST and police officer strain are discussed.

Exploring the Difference Between Male and Female Intimate Partner Homicides Revisiting the Concept of Situated Transactions

This research examines the role of situational factors in differentiating between male- and female-perpetrated intimate partner homicide. Applying concepts from Luckenbill’s theory of homicide as a situated transaction, an intimate partner homicide is seen as an amorphous event where the role of offender and victim emerge during the transaction. When adopting this framework, it is possible to treat the sex of the offender as a dependent variable and examine situational factors that may differentiate between male and female intimate partner homicide offenders. The data used in this analysis come from the lethal sample of the Chicago Women’s Health Risk Study, 1995 to 1998. These data consist of records for 85 heterosexual intimate homicide incidents that occurred in Chicago in 1995 and 1996. Logistic regression analyses indicate that the presence of a prehomicide injury and whether the offender used a knife differentiate between male and female offenders. Implications for future research are discussed.

Disaggregating the Relationship Between Schools and Crime A Spatial Analysis

Although an extensive literature exists on crime in schools, surprisingly few studies have examined crime within the vicinity of schools. Schools, like other urban facilities, can generate crime by providing youth opportunities to congregate with little supervision, particularly before and after school hours. Some noteworthy studies have demonstrated that crime is more likely around schools, but the distinctive patterns based on school, time, and spatial contexts have not been fully addressed. The current study examines the differential crime generating potential of schools by type (public/private) and by level (elementary, middle, and high school), taking into account both spatial and temporal indicators. The authors employ a unique methodology for spatial modeling using the matrix exponential spatial expansion. Results indicate that there are distinct patterns of crime associated with schools, which suggests that disaggregating schools is important for understanding spatial patterns of crime.

DEMEANOR AND ARREST REVISITED: RECONSIDERING THE DIRECT EFFECT OF DEMEANOR

ABSTRACT This paper re-examines the contention that legal variables accounted for most of the direct effect of citizens demeanor on subsequent arrest. The data used in this analysis were collected in a study of the interaction between police and the mentally ill. These data were not restricted to mentally ill offenders only, but consisted of observations of police interactions with all citizens during the shift. Data were collected on 1989 non-traffic police citizen interactions from 1980 to 1981 in two districts of Chicago. Logistic regression results indicate that demeanor exerts a strong significant effect on arrest even with legal variables included in the model. Suggestions for future research are discussed.

Mastery learning, rewriting assignments and student learning of criminal justice research methods

This research examines the application of mastery learning theory to the teaching of criminal justice research methods. Mastery learning has students learn each module before proceeding to the next one. Criminal justice research methods is amenable to mastery learning because the course content is cumulative; students need to know each step before proceeding to the next one. Mastery learning was implemented by having students rewrite exercises until they obtained perfect scores. It was tested in three classes taught by the same instructor. Student learning was measured by comparing the difference in scores on a pretest examination with scores on a post-test examination. The results indicated that the better students performed on the exercises, the more they improved on the final examination over the initial examination. The more students rewrote assignments, the better they performed on the assignments and subsequently, the more they improved on the final examination. Students who averaged between one and two rewrites maximized improvement on the examination. The results suggest that mastery learning theory is an effective method of teaching research methods. Although it is more time consuming than traditional methods, it is beneficial to students who are trying to learn difficult material for the first time.