Allison Ann Payne
Biographic Data
| ID | 249939 |
|---|---|
| NAME | Allison Ann Payne |
| GIVEN NAMES | Allison Ann |
| FAMILY NAME | Payne |
| SIGNATURE | PAYNE A A |
| AFFILIATIONS | Villanova University |
| ORCID | 0000-0001-9390-3185 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 384 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 8 |
Minority Threat in Schools and Differential Security Manifestations: Examining Unequal Control, Surveillance, and Protection
Using a recent nationally representative sample of schools, this test of Minority Threat Theory, which predicts greater use of punitive social controls in places with more people of color, is the first to use an empirically and conceptually based security typology that distinguishes among strategies intended to (1) control, (2) surveil, and (3) protect students at school. This study not only accounts for the way particular security strategies are…
The Search for Social Justice in School-Based Crime and Delinquency Prevention
Schools continue to rely on restrictive security and punitive discipline in dealing with crime and delinquency despite evidence that these measures can negatively impact both students and schools. In addition, these measures are inequitably implemented across schools, with historically marginalized communities seeing greater use. I argue that attending to social justice in school-based crime and delinquency prevention should begin with an examina…
Communal schools and teacher victimization
Despite data showing that teacher victimization is at least as great a problem as student victimization, far less research exists regarding teacher victimization than student victimization and overall school crime, particularly with regard to the application of criminological theory to explain the victimization of teachers. We address this gap by examining the hierarchical relationship between communal school organization and teacher victimizatio…
Latino/a Student Threat and School Disciplinary Policies and Practices
Using a nationally representative sample of approximately 3,500 public schools, this study builds on and extends our knowledge of how ''minority threat'' manifests within schools. We test whether various disciplinary policies and practices are mobilized in accordance with Latino/a student composition, presumably the result of a group response to perceptions that white racial dominance is jeopardized. We gauge how schools' Latino/a student populat…
A Prophet of School‐Based Delinquency Prevention Research
Old Wine, New Bottle? Comparing Interpersonal Bullying and Cyberbullying Victimization
This study uses a large nationally representative sample to compare and contrast interpersonal bullying and cyberbullying by asking the following questions: (a) How does the prevalence of cyberbullying victimization compare with the prevalence of interpersonal bullying victimization? (b) How does the relationship between demographic predictors and cyberbullying victimization compare with the relationship between these predictors and interpersonal…
The Centrality of Schools in the Lifecourse: The Case for Focusing on School-Related Influences in Developmental Theory and Research
While the strength of the lifecourse/developmental (LCD) perspective in the examination of antisocial behavior has been clearly demonstrated, this work has given little attention to schools and education as salient influences. By contrast, there is much research using other theoretical frameworks to examine school-related risk factors of deviance. Given what we know about the importance of schooling and education on individual development and sub…
Restorative Justice in Schools: The Influence of Race on Restorative Discipline
Schools today are more frequently using punitive discipline practices to control student behavior, despite the greater effectiveness of community-building techniques on compliance that are based on restorative justice principles found in the criminal justice system. Prior research testing the racial threat hypothesis has found that the racial composition of schools is associated with the use of more punitive and less reparative approaches to disc…
Communal School Organization Effects on School Disorder: Interactions with School Structure
Previous research has demonstrated multiple beneficial outcomes of communal school organization for teachers and students alike. The current research uses data from a nationally representative sample of 253 public, non-alternative, secondary schools to examine how a communal school organization interacts with school contextual factors, such as school size and racial diversity, to affect school disorder. It was found that more diverse schools are …
The typification of Hispanics as criminals and support for punitive crime control policies
Modeling the Effects of Racial Threat on Punitive and Restorative School Discipline Practices
It is clear that schools are mirroring the criminal justice system by becoming harsher toward student misbehavior despite decreases in delinquency. Moreover, Black students consistently are disciplined more frequently and more severely than others for the same behaviors, much in the same way that Black criminals are subjected to harsher criminal punishments than other offenders. Research has found that the racial composition of schools is partial…
Racial Threat and Punitive School Discipline
Tests of the racial threat hypothesis, linking the racial composition of place to various measures of social control, find that where there are greater percentages of blacks, more punitive criminal justice policies are implemented. Just as the criminal justice system continues to get tougher on crime despite stagnant crime rates, it is also clear that schools are becoming harsher toward student misbehavior and delinquency despite decreases in the…
Girls, Boys, and Schools: Gender Differences in the Relationships Between School‐related Factors and Student Deviance
Research has identified several student and school characteristics that might be altered to reduce student deviance. Most of this research, however, fails to address whether gender moderates these relationships; that is, most studies do not distinguish between the effect of school‐related factors on boys' and girls' delinquency and drug use. In the current study, data from a nationally representative sample of 13,450 students in 253 public, nonal…
A Multilevel Analysis of the Relationships among Communal School Organization, Student Bonding, and Delinquency
Research has identified school-related factors that are predictive of a student's involvement in delinquency: specifically, school-level communal school organization and individual-level student bonding. Hierarchical linear modeling was used to examine the multilevel relationships among these concepts in a nationally representative sample of 13,597 students in 253 schools. Hypotheses stating that students who attend more communally organized scho…
A Comparative Analysis of Social Learning and Social Control Theories in the Prediction of College Crime
This research examines the comparative ability of social control and social learning theories to predict crime on a college campus. Data were obtained from self-report surveys from the first wave of a longitudinal study at a liberal arts college in the Mid-Atlantic region. Results from correlation and regression analyses indicate that both social control and social learning components are related to crime and drug use, with the greatest amount of…
School Climate Predictors of School Disorder: Results from a National Study of Delinquency Prevention in Schools
Hypotheses about the association of school organizational characteristics with school crime and disorder were tested in a nationally representative sample of 254 secondary schools. Relatively small intra-class correlations suggest that most of the variance in the individual measures of school disorder result from within-school rather than between-school variation. Therefore only a small portion of this variation is potentially explainable by betw…
Schools as Communities: The Relationships Among Communal School Organization, Student Bonding, and School Disorder
Research has indicated that school factors such as communal school organization and student bonding are predictive of school disorder, with greater communal organization and greater student bonding leading to less delinquency and victimization. Data from a nationally representative sample of 254 public, nonalternative, secondary schools were used to examine structural equation models representing hypothesized relationships among communal school o…
Racial Threat and Punitive School Discipline
Tests of the racial threat hypothesis, linking the racial composition of place to various measures of social control, find that where there are greater percentages of blacks, more punitive criminal justice policies are implemented. Just as the criminal justice system continues to get tougher on crime despite stagnant crime rates, it is also clear that schools are becoming harsher toward student misbehavior and delinquency despite decreases in the…
Schools as Communities: The Relationships Among Communal School Organization, Student Bonding, and School Disorder
Research has indicated that school factors such as communal school organization and student bonding are predictive of school disorder, with greater communal organization and greater student bonding leading to less delinquency and victimization. Data from a nationally representative sample of 254 public, nonalternative, secondary schools were used to examine structural equation models representing hypothesized relationships among communal school o…
Modeling the Effects of Racial Threat on Punitive and Restorative School Discipline Practices
It is clear that schools are mirroring the criminal justice system by becoming harsher toward student misbehavior despite decreases in delinquency. Moreover, Black students consistently are disciplined more frequently and more severely than others for the same behaviors, much in the same way that Black criminals are subjected to harsher criminal punishments than other offenders. Research has found that the racial composition of schools is partial…
The typification of Hispanics as criminals and support for punitive crime control policies
Restorative Justice in Schools: The Influence of Race on Restorative Discipline
Schools today are more frequently using punitive discipline practices to control student behavior, despite the greater effectiveness of community-building techniques on compliance that are based on restorative justice principles found in the criminal justice system. Prior research testing the racial threat hypothesis has found that the racial composition of schools is associated with the use of more punitive and less reparative approaches to disc…
Latino/a Student Threat and School Disciplinary Policies and Practices
Using a nationally representative sample of approximately 3,500 public schools, this study builds on and extends our knowledge of how ''minority threat'' manifests within schools. We test whether various disciplinary policies and practices are mobilized in accordance with Latino/a student composition, presumably the result of a group response to perceptions that white racial dominance is jeopardized. We gauge how schools' Latino/a student populat…
Girls, Boys, and Schools: Gender Differences in the Relationships Between School‐related Factors and Student Deviance
Research has identified several student and school characteristics that might be altered to reduce student deviance. Most of this research, however, fails to address whether gender moderates these relationships; that is, most studies do not distinguish between the effect of school‐related factors on boys' and girls' delinquency and drug use. In the current study, data from a nationally representative sample of 13,450 students in 253 public, nonal…
A Comparative Analysis of Social Learning and Social Control Theories in the Prediction of College Crime
This research examines the comparative ability of social control and social learning theories to predict crime on a college campus. Data were obtained from self-report surveys from the first wave of a longitudinal study at a liberal arts college in the Mid-Atlantic region. Results from correlation and regression analyses indicate that both social control and social learning components are related to crime and drug use, with the greatest amount of…
Old Wine, New Bottle? Comparing Interpersonal Bullying and Cyberbullying Victimization
This study uses a large nationally representative sample to compare and contrast interpersonal bullying and cyberbullying by asking the following questions: (a) How does the prevalence of cyberbullying victimization compare with the prevalence of interpersonal bullying victimization? (b) How does the relationship between demographic predictors and cyberbullying victimization compare with the relationship between these predictors and interpersonal…
Communal School Organization Effects on School Disorder: Interactions with School Structure
Previous research has demonstrated multiple beneficial outcomes of communal school organization for teachers and students alike. The current research uses data from a nationally representative sample of 253 public, non-alternative, secondary schools to examine how a communal school organization interacts with school contextual factors, such as school size and racial diversity, to affect school disorder. It was found that more diverse schools are …
The Centrality of Schools in the Lifecourse: The Case for Focusing on School-Related Influences in Developmental Theory and Research
While the strength of the lifecourse/developmental (LCD) perspective in the examination of antisocial behavior has been clearly demonstrated, this work has given little attention to schools and education as salient influences. By contrast, there is much research using other theoretical frameworks to examine school-related risk factors of deviance. Given what we know about the importance of schooling and education on individual development and sub…
The Search for Social Justice in School-Based Crime and Delinquency Prevention
Schools continue to rely on restrictive security and punitive discipline in dealing with crime and delinquency despite evidence that these measures can negatively impact both students and schools. In addition, these measures are inequitably implemented across schools, with historically marginalized communities seeing greater use. I argue that attending to social justice in school-based crime and delinquency prevention should begin with an examina…
Schools as Communities: The Relationships Among Communal School Organization, Student Bonding, and School Disorder
Research has indicated that school factors such as communal school organization and student bonding are predictive of school disorder, with greater communal organization and greater student bonding leading to less delinquency and victimization. Data from a nationally representative sample of 254 public, nonalternative, secondary schools were used to examine structural equation models representing hypothesized relationships among communal school o…
School Climate Predictors of School Disorder: Results from a National Study of Delinquency Prevention in Schools
Hypotheses about the association of school organizational characteristics with school crime and disorder were tested in a nationally representative sample of 254 secondary schools. Relatively small intra-class correlations suggest that most of the variance in the individual measures of school disorder result from within-school rather than between-school variation. Therefore only a small portion of this variation is potentially explainable by betw…
A Comparative Analysis of Social Learning and Social Control Theories in the Prediction of College Crime
This research examines the comparative ability of social control and social learning theories to predict crime on a college campus. Data were obtained from self-report surveys from the first wave of a longitudinal study at a liberal arts college in the Mid-Atlantic region. Results from correlation and regression analyses indicate that both social control and social learning components are related to crime and drug use, with the greatest amount of…
A Multilevel Analysis of the Relationships among Communal School Organization, Student Bonding, and Delinquency
Research has identified school-related factors that are predictive of a student's involvement in delinquency: specifically, school-level communal school organization and individual-level student bonding. Hierarchical linear modeling was used to examine the multilevel relationships among these concepts in a nationally representative sample of 13,597 students in 253 schools. Hypotheses stating that students who attend more communally organized scho…
Girls, Boys, and Schools: Gender Differences in the Relationships Between School‐related Factors and Student Deviance
Research has identified several student and school characteristics that might be altered to reduce student deviance. Most of this research, however, fails to address whether gender moderates these relationships; that is, most studies do not distinguish between the effect of school‐related factors on boys' and girls' delinquency and drug use. In the current study, data from a nationally representative sample of 13,450 students in 253 public, nonal…
Modeling the Effects of Racial Threat on Punitive and Restorative School Discipline Practices
It is clear that schools are mirroring the criminal justice system by becoming harsher toward student misbehavior despite decreases in delinquency. Moreover, Black students consistently are disciplined more frequently and more severely than others for the same behaviors, much in the same way that Black criminals are subjected to harsher criminal punishments than other offenders. Research has found that the racial composition of schools is partial…
Racial Threat and Punitive School Discipline
Tests of the racial threat hypothesis, linking the racial composition of place to various measures of social control, find that where there are greater percentages of blacks, more punitive criminal justice policies are implemented. Just as the criminal justice system continues to get tougher on crime despite stagnant crime rates, it is also clear that schools are becoming harsher toward student misbehavior and delinquency despite decreases in the…
The typification of Hispanics as criminals and support for punitive crime control policies
Communal School Organization Effects on School Disorder: Interactions with School Structure
Previous research has demonstrated multiple beneficial outcomes of communal school organization for teachers and students alike. The current research uses data from a nationally representative sample of 253 public, non-alternative, secondary schools to examine how a communal school organization interacts with school contextual factors, such as school size and racial diversity, to affect school disorder. It was found that more diverse schools are …
Restorative Justice in Schools: The Influence of Race on Restorative Discipline
Schools today are more frequently using punitive discipline practices to control student behavior, despite the greater effectiveness of community-building techniques on compliance that are based on restorative justice principles found in the criminal justice system. Prior research testing the racial threat hypothesis has found that the racial composition of schools is associated with the use of more punitive and less reparative approaches to disc…
The Centrality of Schools in the Lifecourse: The Case for Focusing on School-Related Influences in Developmental Theory and Research
While the strength of the lifecourse/developmental (LCD) perspective in the examination of antisocial behavior has been clearly demonstrated, this work has given little attention to schools and education as salient influences. By contrast, there is much research using other theoretical frameworks to examine school-related risk factors of deviance. Given what we know about the importance of schooling and education on individual development and sub…
A Prophet of School‐Based Delinquency Prevention Research
Old Wine, New Bottle? Comparing Interpersonal Bullying and Cyberbullying Victimization
This study uses a large nationally representative sample to compare and contrast interpersonal bullying and cyberbullying by asking the following questions: (a) How does the prevalence of cyberbullying victimization compare with the prevalence of interpersonal bullying victimization? (b) How does the relationship between demographic predictors and cyberbullying victimization compare with the relationship between these predictors and interpersonal…
Latino/a Student Threat and School Disciplinary Policies and Practices
Using a nationally representative sample of approximately 3,500 public schools, this study builds on and extends our knowledge of how ''minority threat'' manifests within schools. We test whether various disciplinary policies and practices are mobilized in accordance with Latino/a student composition, presumably the result of a group response to perceptions that white racial dominance is jeopardized. We gauge how schools' Latino/a student populat…
Communal schools and teacher victimization
Despite data showing that teacher victimization is at least as great a problem as student victimization, far less research exists regarding teacher victimization than student victimization and overall school crime, particularly with regard to the application of criminological theory to explain the victimization of teachers. We address this gap by examining the hierarchical relationship between communal school organization and teacher victimizatio…
The Search for Social Justice in School-Based Crime and Delinquency Prevention
Schools continue to rely on restrictive security and punitive discipline in dealing with crime and delinquency despite evidence that these measures can negatively impact both students and schools. In addition, these measures are inequitably implemented across schools, with historically marginalized communities seeing greater use. I argue that attending to social justice in school-based crime and delinquency prevention should begin with an examina…
Minority Threat in Schools and Differential Security Manifestations: Examining Unequal Control, Surveillance, and Protection
Using a recent nationally representative sample of schools, this test of Minority Threat Theory, which predicts greater use of punitive social controls in places with more people of color, is the first to use an empirically and conceptually based security typology that distinguishes among strategies intended to (1) control, (2) surveil, and (3) protect students at school. This study not only accounts for the way particular security strategies are…
Psychology (15 works) · Social Psychology (12 works) · Bullying, Victimization, and Aggression (11 works) · Criminology (11 works) · Education Discipline and Inequality (11 works) · Sociology (10 works) · Juvenile delinquency (9 works) · Political science (9 works) · Developmental psychology (8 works) · Social Psychology (7 works)