ABSTRACT
So far we have investigated empirically, first, factors that are more distant influences on individual action (i.e. area of residence structural risk, family social position risk) and, secondly, factors that are more closely related to pupils' social action in school (i.e. the school climate and pupil relations measures). In this chapter, factors much more closely related to pupils' social action will be explored (i.e. pupils' individual social situational and dispositional characteristics). The relationship between pupils' individual characteristics and their offending behaviour in schools will be explored. It is contended that such individual characteristics are determined by developmental and socialisation processes (see Chapter 3; Hirschi 1969; Bronfenbrenner 1979; Gottfredson and Hirschi 1990). Indeed, contextual factors, such as family social position, school environment and neighbourhood, all influence individual characteristics and individual lifestyles. Where one lives, where one goes to school and one's family background will necessarily influence the places, spaces and people one encounters and the evolution of one's development in terms of integration into society and in terms of dispositions, such as self-control, and elements of morality, such as pro-social values and sense of shaming. Pupils' experiences and perceptions of contextual and background factors (such as neighbourhood, school and family) will influence pupils' social situational and dispositional characteristics as well as lifestyle. More will now be said regarding what is meant by individuals' social situation and dispositions.
