Review
BibTex RIS Cite

Eğitim ve Suç Arasındaki İlişkinin Sosyolojik Analizi

Year 2022, Volume: 9 Issue: 2, 441 - 452, 01.11.2022
https://doi.org/10.21666/muefd.989472

Abstract

Suçla ilgili kuramların ve yapılan ampirik araştırmaların çoğunda eğitim değişkeni
suçu açıklayan önemli faktörlerden biri olarak ortaya konulmaktadır. Buna göre,
eğitimin niteliği ve kalitesi arttıkça suç işleme eğiliminde bir düşüş
gözlemlenmektedir. Öte yandan “suçun”, eğitimin olumlu etkilerini azalttığı ifade
edilmektedir. Bu makalede, bir yandan eğitim ve suç arasındaki ilişki Türkiye
Cumhuriyeti Devleti’nin resmi Adalet İstatistikleri de göz önünde bulundurularak
tartışılmakta diğer yandan konunun sosyolojik boyutunu kuramsal olarak
açıklamak amaçlanmaktadır. Dolayısıyla makalede eğitim ile suç arasındaki
ilişkinin çeşitli yönleriyle tartışılmasının yanı sıra, bu ilişkiyi anlamlandırmaya
katkı sağlayabilecek suçla ilgili kuramlara özetle yer verilmektedir. Bu çalışmada
ulaşılan bilimsel literatür doğrultusunda eğitim ve suç arasındaki ilişki sosyolojik
olarak analiz edilmiştir. Yapılan sosyolojik analiz doğrultusunda hem uluslararası
literatür hem de suç teorileri açısından eğitim-suç ilişkisine bakıldığında insani
sermayeye yatırım yapılması önem arz etmektedir. Özetle eğitimin nitelikli, eşit ve
erişilebilir olması özellikle dezavantajlı durumda olan, suç çevresinde yaşayan hem
suça itilme hem de suç mağduru olma riski olan çocuklar ve bireyler için bir
kurtuluş olabilir

References

  • Augustyn, M. B. ve Loughran, T. A. (2017). Juvenile waiver as a mechanism of social stratification: A focus on human capital. Criminology, 55(2), 405-437.
  • Autor, D. H., Katz, L. F. ve Kearney, M. S. (2008). Trends in US wage inequality: Revising the revisionists. The Review of economics and statistics, 90(2), 300-323.Brown, R. ve Velásquez, A. (2017). The effect of violent crime on the human capital accumulation of young adults. Journal of Development Economics, 127, 1-12.
  • Burdick-Will, J. (2013). School violent crime and academic achievement in Chicago. Sociology of Education, 86(4), 343-361.
  • Burris, M. W. (2011). Mississippi and the school-to-prison pipeline. Widener Journal of Law, Economics, and Race, 3, 1–25.
  • Ceza ve Tevkifevleri Genel Müdürlüğü. (2021). Hükümlü ve Tutuklu İstatistikleri. http://www.cte.adalet.gov.tr/ (Erişim tarihi: 30.05.2021)
  • Christle, C. A., Jolivette, K. ve Nelson, C. M. (2005). Breaking the school to prison pipeline: Identifying school risk and protective factors for youth delinquency. Exceptionality, 13(2), 69-88. doi:10.1207/s15327035ex1302_2
  • Darensbourg, A., Perez, E. ve Blake, J. (2010). Overrepresentation of African American males in exclusionary discipline: The role of school-based mental health professionals in dismantling the school to. Journal of African American Males in Education (JAAME), 1(3), 196–211.
  • Furlong, M. ve Morrison, G. (2000). The school in school violence: Definitions and facts. Journal of Emotional and Behavioral Disorders, 8(2), 71-82. doi:10.1177/106342660000800203
  • García, J. L., Heckman, J. J. ve Ziff, A. L. (2019). Early childhood education and crime. Infant Mental Health Journal, 40(1), 141-151.
  • Gimenez, G. ve Barrado, B. (2020). Exposure to crime and academic achievement: A case study for Costa Rica using PISA data. Studies in Educational Evaluation, 65, 1-14.
  • Glenn, J. W. (2019). Resilience matters: Examining the school to prison pipeline through the lens of school-based problem behaviors. Justice Policy Journal, 16(1), 1-23.
  • Gottfredson, G. D., Gottfredson, D. C., Payne, A. A. ve Gottfredson, N. C. (2005). School climate predictors of school disorder: Results from a national study of delinquency prevention in schools. Journal of Research in Crime and Delinquency, 42(4), 412-444. doi:10.1177/0022427804271931
  • Groot, W., Brink, H. M. (2010) The effects of education on crime, Applied Economics, 42(3), 279-289, DOI: 10.1080/00036840701604412
  • Güllü, İ. (2014). Suç olgusuna yönelik teorik ve eleştirel bir yaklaşım. KMÜ Sosyal ve Ekonomik Araştırmalar Dergisi, 16, 104-107.
  • Haynie, D. L. ve Osgood, D. W. (2005). Reconsidering peers and delinquency: How do peers matter? Social Forces, 84(2), 1109-1130.
  • Heimer, K. ve Matsueda, R. L. (1994). Role-taking, role commitment, and delinquency: a theory of differential social control. American Sociological Review, 59(3), 365. doi:10.2307/2095939
  • Henry, K. L., Knight, K. E. ve Thornberry, T. P. (2012). School disengagement as a predictor of dropout, delinquency, and problem substance use during adolescence and early adulthood. Journal of Youth and Adolescence, 41(2), 156–166. doi:10.1007/s10964-011-9665-3
  • Hirschi, T. (2002). Causes of Delinquency. New York: Transaction Publishers.
  • Huebner, A. J. ve Betts, S. C. (2002). Exploring the utility of social control theory for youth development issues of attachment, involvement, and gender. Youth and Society, 34(2), 123–145. doi:10.1177/004411802237860
  • Işık, H. (2006). Çocuk suçluluğu ve okullar ile ilişkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 7(2), 287–299.
  • Kahya, O. ve Ekinci, C. E. (2018). In their own words: School lives of children with an imprisoned parent. International Journal of Educational Development, 62, 165-173. doi:10.1016/j.ijedudev.2018.04.002
  • Kızmaz, Z. (2004). Öğrenim düzeyi̇ ve suç: Suç-okul ilişkisi üzerine sosyolojik bir araştırma. Fırat Üniversitesi Sosyal Bilimler Dergisi, 14(2), 291–319.
  • Leon, G. (2012). Civil conflict and human capital accumulation the long-term effects of political violence in Peru. Journal of Human Resources, 47(4), 991-1022.
  • Lochner, L. (2004). Education, work, and crime: A human capital approach. International Economic Review, 45(3), 811-843.
  • Machin, S., Marie, O. ve Vujić, S. (2011). The crime reducing effect of education. The Economic Journal, 121(552), 463-484.
  • Machin, S., Vujić, S. ve Marie, O. (2012). Youth crime and education expansion. German Economic Review, 13(4), 366-384.
  • Maguin, E. ve Loeber, R. (1996). Academic performance and delinquency. Crime and Justice, 20, 145-264. doi:10.4324/9780429346750-24
  • Marginson, S. (2019). Limitations of human capital theory. Studies in Higher Education, 44(2), 287-301.
  • Margolin, G., ve Gordis, E. B. (2000). The effects of family and community violence on children. Annual Review of Psychology, 51(1), 445-479.
  • Matsueda, R. L. ve Heimer, K. (1987). Race, family structure, and delinquency: A test of differential association and social control. American Sociological Review, 52(6), 826–840.
  • Mazza, J. ve Overstreet, S. (2000). Children and adolescents exposed to community violence: A mental health perspective for schpsychologists. School Psychology Review, 29(1), 86-101.
  • Mengi, B. T. (2009). Beyaz yaka suçları ve bir uygulama. Yayınlanmamış doktora tezi, Marmara Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • Merton, R. K. (1968). Social Theory and Social Structure. New York: The Free Press.
  • Osher, D., Bear, G. G., Sprague, J. R. ve Doyle, W. (2010). How can we improve school discipline? Educational Researcher, 39(1), 48-58. doi:10.3102/0013189X09357618
  • Osofsky, J. D. (1999). The effect of exposure to violence on young children. American Psychologist, 50(9), 782.
  • Ozer, E. ve Weintsein, R. (2004). Urban adolescents′ exposure to community violence: the role of support, school safety, and social constraints in a school-based sample of boys and girls. Journal of Clinical Child and Adolescent Psychology, 33(3), 463-476.
  • Roy, S., Morton, M. ve Bhattacharya, S. (2018). Hidden human capital: Self-efficacy, aspirations and achievements of adolescent and young women in India. World Development, 111, 161-180.
  • Sharkey, P. (2010). The acute effect of local homicides on children's cognitive performance. Proceedings of the National Academy of Sciences, 107(26), 11733-11738.
  • Shemyakina, O. (2011). The effect of armed conflict on accumulation of schooling: Results from Tajikistan. Journal of Development Economics, 95(2), 186-200.
  • Sickles, R.C., ve Williams, J. (2008). Turning from crime: A dynamic perspective. Journal of Econometrics, 145, 158-173.
  • Sutherland, E. H. (1940). White-collar criminality. American Sociological Review, 5(1), 1–12.
  • Şentürk, F. ve Kasap, M. (2013). Beyaz yaka suçları ve finansal yolsuzluklar. Çankırı Karatekin Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 3(2), 143-167.

A Sociological Analysis of the Relationship between Education and Crime

Year 2022, Volume: 9 Issue: 2, 441 - 452, 01.11.2022
https://doi.org/10.21666/muefd.989472

Abstract

In most of the theories and empirical studies on crime, the education is put forward
as one of the important factors explaining crime. Accordingly, as the quality and
quality of education increases, a decrease is observed in the tendency to commit
crimes. On the other hand, it is stated that “crime” reduces the positive effects of
education. In this article, the relationship between education and crime is discussed
by considering the official reports of Justice Statistics of the Republic of Turkey, as
well as it is aimed to explain the sociological trajectories of the subject
theoretically. Therefore, in the article, besides discussing various aspects of the
relationship between education and crime, theories related to crime that can
contribute to making sense of this relationship are briefly included. In this study,
the relationship between education and crime was analyzed sociologically in line
with the scientific literature reached. In line with the sociological analysis, it is
important to invest in human capital when the education-crime relationship is
examined in terms of both international literature and crime theories. In summary,
quality, equal and accessible education can be a salvation for children and
individuals who are especially disadvantaged, who live in a crime environment,
and who are at risk of both being pushed into crime and being victims of crime. 

References

  • Augustyn, M. B. ve Loughran, T. A. (2017). Juvenile waiver as a mechanism of social stratification: A focus on human capital. Criminology, 55(2), 405-437.
  • Autor, D. H., Katz, L. F. ve Kearney, M. S. (2008). Trends in US wage inequality: Revising the revisionists. The Review of economics and statistics, 90(2), 300-323.Brown, R. ve Velásquez, A. (2017). The effect of violent crime on the human capital accumulation of young adults. Journal of Development Economics, 127, 1-12.
  • Burdick-Will, J. (2013). School violent crime and academic achievement in Chicago. Sociology of Education, 86(4), 343-361.
  • Burris, M. W. (2011). Mississippi and the school-to-prison pipeline. Widener Journal of Law, Economics, and Race, 3, 1–25.
  • Ceza ve Tevkifevleri Genel Müdürlüğü. (2021). Hükümlü ve Tutuklu İstatistikleri. http://www.cte.adalet.gov.tr/ (Erişim tarihi: 30.05.2021)
  • Christle, C. A., Jolivette, K. ve Nelson, C. M. (2005). Breaking the school to prison pipeline: Identifying school risk and protective factors for youth delinquency. Exceptionality, 13(2), 69-88. doi:10.1207/s15327035ex1302_2
  • Darensbourg, A., Perez, E. ve Blake, J. (2010). Overrepresentation of African American males in exclusionary discipline: The role of school-based mental health professionals in dismantling the school to. Journal of African American Males in Education (JAAME), 1(3), 196–211.
  • Furlong, M. ve Morrison, G. (2000). The school in school violence: Definitions and facts. Journal of Emotional and Behavioral Disorders, 8(2), 71-82. doi:10.1177/106342660000800203
  • García, J. L., Heckman, J. J. ve Ziff, A. L. (2019). Early childhood education and crime. Infant Mental Health Journal, 40(1), 141-151.
  • Gimenez, G. ve Barrado, B. (2020). Exposure to crime and academic achievement: A case study for Costa Rica using PISA data. Studies in Educational Evaluation, 65, 1-14.
  • Glenn, J. W. (2019). Resilience matters: Examining the school to prison pipeline through the lens of school-based problem behaviors. Justice Policy Journal, 16(1), 1-23.
  • Gottfredson, G. D., Gottfredson, D. C., Payne, A. A. ve Gottfredson, N. C. (2005). School climate predictors of school disorder: Results from a national study of delinquency prevention in schools. Journal of Research in Crime and Delinquency, 42(4), 412-444. doi:10.1177/0022427804271931
  • Groot, W., Brink, H. M. (2010) The effects of education on crime, Applied Economics, 42(3), 279-289, DOI: 10.1080/00036840701604412
  • Güllü, İ. (2014). Suç olgusuna yönelik teorik ve eleştirel bir yaklaşım. KMÜ Sosyal ve Ekonomik Araştırmalar Dergisi, 16, 104-107.
  • Haynie, D. L. ve Osgood, D. W. (2005). Reconsidering peers and delinquency: How do peers matter? Social Forces, 84(2), 1109-1130.
  • Heimer, K. ve Matsueda, R. L. (1994). Role-taking, role commitment, and delinquency: a theory of differential social control. American Sociological Review, 59(3), 365. doi:10.2307/2095939
  • Henry, K. L., Knight, K. E. ve Thornberry, T. P. (2012). School disengagement as a predictor of dropout, delinquency, and problem substance use during adolescence and early adulthood. Journal of Youth and Adolescence, 41(2), 156–166. doi:10.1007/s10964-011-9665-3
  • Hirschi, T. (2002). Causes of Delinquency. New York: Transaction Publishers.
  • Huebner, A. J. ve Betts, S. C. (2002). Exploring the utility of social control theory for youth development issues of attachment, involvement, and gender. Youth and Society, 34(2), 123–145. doi:10.1177/004411802237860
  • Işık, H. (2006). Çocuk suçluluğu ve okullar ile ilişkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 7(2), 287–299.
  • Kahya, O. ve Ekinci, C. E. (2018). In their own words: School lives of children with an imprisoned parent. International Journal of Educational Development, 62, 165-173. doi:10.1016/j.ijedudev.2018.04.002
  • Kızmaz, Z. (2004). Öğrenim düzeyi̇ ve suç: Suç-okul ilişkisi üzerine sosyolojik bir araştırma. Fırat Üniversitesi Sosyal Bilimler Dergisi, 14(2), 291–319.
  • Leon, G. (2012). Civil conflict and human capital accumulation the long-term effects of political violence in Peru. Journal of Human Resources, 47(4), 991-1022.
  • Lochner, L. (2004). Education, work, and crime: A human capital approach. International Economic Review, 45(3), 811-843.
  • Machin, S., Marie, O. ve Vujić, S. (2011). The crime reducing effect of education. The Economic Journal, 121(552), 463-484.
  • Machin, S., Vujić, S. ve Marie, O. (2012). Youth crime and education expansion. German Economic Review, 13(4), 366-384.
  • Maguin, E. ve Loeber, R. (1996). Academic performance and delinquency. Crime and Justice, 20, 145-264. doi:10.4324/9780429346750-24
  • Marginson, S. (2019). Limitations of human capital theory. Studies in Higher Education, 44(2), 287-301.
  • Margolin, G., ve Gordis, E. B. (2000). The effects of family and community violence on children. Annual Review of Psychology, 51(1), 445-479.
  • Matsueda, R. L. ve Heimer, K. (1987). Race, family structure, and delinquency: A test of differential association and social control. American Sociological Review, 52(6), 826–840.
  • Mazza, J. ve Overstreet, S. (2000). Children and adolescents exposed to community violence: A mental health perspective for schpsychologists. School Psychology Review, 29(1), 86-101.
  • Mengi, B. T. (2009). Beyaz yaka suçları ve bir uygulama. Yayınlanmamış doktora tezi, Marmara Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • Merton, R. K. (1968). Social Theory and Social Structure. New York: The Free Press.
  • Osher, D., Bear, G. G., Sprague, J. R. ve Doyle, W. (2010). How can we improve school discipline? Educational Researcher, 39(1), 48-58. doi:10.3102/0013189X09357618
  • Osofsky, J. D. (1999). The effect of exposure to violence on young children. American Psychologist, 50(9), 782.
  • Ozer, E. ve Weintsein, R. (2004). Urban adolescents′ exposure to community violence: the role of support, school safety, and social constraints in a school-based sample of boys and girls. Journal of Clinical Child and Adolescent Psychology, 33(3), 463-476.
  • Roy, S., Morton, M. ve Bhattacharya, S. (2018). Hidden human capital: Self-efficacy, aspirations and achievements of adolescent and young women in India. World Development, 111, 161-180.
  • Sharkey, P. (2010). The acute effect of local homicides on children's cognitive performance. Proceedings of the National Academy of Sciences, 107(26), 11733-11738.
  • Shemyakina, O. (2011). The effect of armed conflict on accumulation of schooling: Results from Tajikistan. Journal of Development Economics, 95(2), 186-200.
  • Sickles, R.C., ve Williams, J. (2008). Turning from crime: A dynamic perspective. Journal of Econometrics, 145, 158-173.
  • Sutherland, E. H. (1940). White-collar criminality. American Sociological Review, 5(1), 1–12.
  • Şentürk, F. ve Kasap, M. (2013). Beyaz yaka suçları ve finansal yolsuzluklar. Çankırı Karatekin Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 3(2), 143-167.
There are 42 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Sergender SEZER 0000-0002-7097-8691

Orhan KAHYA 0000-0001-7932-2982

Kasım YILDIRIM 0000-0003-1406-709X

Publication Date November 1, 2022
Published in Issue Year 2022 Volume: 9 Issue: 2

Cite

APA SEZER, S., KAHYA, O., & YILDIRIM, K. (2022). Eğitim ve Suç Arasındaki İlişkinin Sosyolojik Analizi. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 441-452. https://doi.org/10.21666/muefd.989472