ABSTRACT
Overthepastfewdecades,aparadoxhasemerged withregardtoschoolsandtheireffortstoprevent crime:Despitehavingbeenandcontinuingtoberelativelysafeplaces,schoolsacrossthecountryhaveim-
5plementedavarietyofschooldisciplineandsecurity measuresthatrequirestrictsurveillanceandpunitive responsestomisbehavior.Thesepracticesinclude metaldetectors,videosurveillancecameras,IDbadges, clearbookbags(ornoneatall),randomsearchesusing
10drug-sniffingdogs,thefull-timepresenceofpolice officersoncampus,andzero-tolerancepolicies(see Dinkes,ForrestCataldi,&Lin-Kelley,2007;Kupchik &Monahan,2006;Lyons&Drew,2006).Inresponse, anumberofscholarshavesoughttoexplainthis
15buildupinschooldisciplineandsecurity(e.g.,Brooks, Schiraldi,&Ziedenberg,2000;Lyons&Drew,2006). Acommonthemewithinthisliteratureisthatfearsof schoolcrimeandviolencearedisproportionatetothe actualrisksthatstudentsfaceandthattheyhavefueled
20punitive,counterproductiveschooldisciplinepolicies (Brooksetal.,2000;Bums&Crawford,1999;Lawrence&Mueller,2003;Simon,2007;Skiba,Michael, Nardo,&Peterson,2000).
