ABSTRACT
Criminological inquiry has paid some, but insufficient, attention to the role that schools play in young people's socialisation and offending behaviour (see Rutter et al. 1998; and Chapter 3). Gottfredson and Hirschi (1990) recognised the importance of the school as an arena for socialisation in society. They argued that most people are sufficiently socialised in the family context to avoid involvement in crime. They suggest, however, that those not sufficiently socialised by the family may eventually learn self-control and be socialised through the operation of other institutions or systems. In modern society schools are principally given this responsibility. The prime reasons for this, Gottfredson and Hirschi (1990: 105) argue, are:
As compared to the family the school has several advantages as a socialising institution. First, it can more effectively monitor behaviour than the family, with one teacher overseeing many children at a time. Second, as compared to most parents, teachers generally have no difficulty recognising deviant or disruptive behaviour. Third, as compared to the family, the school has such a clear interest in maintaining order and discipline that it can be expected to do what it can to control disruptive behaviour. Finally, like the family, the school in theory has the authority and the means to punish lapses in self-control.
