Education and crime have had a causal link to each other for as long as criminal behavior has been recorded. In fact, lack of education is a central risk factor for predicting crime. The link is most often associated with education and employment, with employment and wages having a positive correlation with education level. To better understand the connection of education and crime, one must consider the education level of individuals who engage in criminal behavior and examine education’s impact on individuals’ propensity to commit criminal acts. This entry examines the correlation education has with criminal behavior and crime.
Links to Criminal Behavior
Factors that are associated with a lack of education are the same factors that are common with at-risk youth. The most prevalent factors include lack of family support, poverty, drugs and alcohol present in the home, and negative influences of peers. Poverty and education are inextricably linked, whereby education is a primary means of social mobility, enabling those born into poverty to rise in society. However, for many at-risk youth, education is compromised when they enter the criminal justice system.
At-Risk Youth
The phrase school-to-prison pipeline refers to the policies and practices that contribute to the funneling of juveniles from the classrooms into the juvenile and criminal justice systems. This pipeline reflects a prioritization of incarceration over education. It is hard to pinpoint the reason for the school-to-prison pipeline. Some argue that the zero-tolerance policies that were implemented after the 1999 Columbine High School massacre are too harsh, resulting in many students being overpunished for seemingly minor infractions. Others point to the emphasis placed on standardized testing scores. The students most likely to have behavior issues are often the same students who do not do well on these standardized tests.
Another theory that may help to explain the school-to-prison pipeline is social disorganization theory. According to this theory, the neighborhood environment plays a significant role in criminal activity. In general, socially disorganized neighborhoods are characterized by low socioeconomic factors, a lack of community participation, and a lack of support in policing. In addition, such neighborhoods are challenged by multiple issues such as crime, drugs, and violence. Consequently, education may not be a priority or be adequately supported.
Impact of Education on Criminal Behavior
Education has been shown to reduce the likelihood of post-incarceration recidivism. Individuals who participate in educational programming while incarcerated are less likely to be rearrested after release from prison. The types of educational programs that are shown to be most effective are job training and basic education programming such as a high school diploma or GED. College education appears to be the most influential with regard to desistance from criminal behavior. Taking a college-level course while incarcerated not only can broaden an individual’s knowledge level but also can increase his or her sense of self-esteem.
Education in Prisons
Educational programming inside of prisons varies for many reasons. The security levels of correctional facilities have direct correlation with the type of programming available. In higher security facilities, where education programming is not as high a priority as security, certain types of programs may be restricted due to a lack of resources needed to successfully implement the programs. For example, vocational programming provides technical training and teaches job-specific skills (e.g., mechanics, plumbing), but many of these programs must use tools or equipment that is restricted inside of higher security correctional facilities. Another issue affecting educational programs inside of prisons is a lack of teachers who are willing to follow the strict security conditions and constraints required in correctional facilities.
Future Outlook
Education is clearly connected to criminal behavior and crime. Whether it be education in schools or prisons, beneficial programming that is supported and productive to the individuals who participate in it does have a direct relation to the desistance of criminal activities. Future endeavors that support education of at-risk youth, unemployed young adults, and prisoners inside of correctional facilities could have a lasting impact on the lowering of criminal activities.
References:
- Bonczar, T. P., & Beck, A. J. (1997). Lifetime likelihood of going to state or federal prison (Bureau of Justice Statistics Special Report). Washington, DC: Government Printing Office.
- Gideon, L., & Sung, H. (2011). Rethinking corrections: Rehabilitation, reentry, and reintegration. Washington DC: Sage.
- Kim, C. Y. (2010). School to prison pipeline (10th ed.). New York: New York Press.
- Spangenberg, G. (2004). Current issues in correctional education. New York, NY: Council for the Advancement of Adult Literacy.