Title no.

10

Identifying the relationship between education and crime

 Purpose of the study:

The purpose of the study was to prevent individuals from engaging in criminal behavior. Literature
provides us two explaination for education working as a preventive force on crime.

Survey Method (Research Method)

In this study, we will use the survey method to ensure the validity and reliability of the findings.
Careful planning and execution are essential to obtaining meaningful insights into relationship
between education and crime.

Approaches of Research:

This study is conducting a quantitative research approach that involves collecting and analyzing
numerical data to draw statistical conclusions, making it well-suited for assessing the relationship
between education and crime in a structured and objective manner.
 Theoretical Framework:

Survey

Social Learning Theory:

Social learning theory, developed by Albert Bandura, posits that individuals learn behaviors, including
criminal behaviors, through observation and imitation of others.
In the context of education and crime, this theory suggests that students exposed to deviant or criminal
behaviors in their communities or peer groups may be more likely to adopt similar behaviors.
Strain Theory:
Strain theory, particularly Robert K. Merton's version, argues that individuals engage in criminal
activities when they experience a disconnect between societal goals (e.g., financial success) and the
means available to achieve those goals.
In the context of education, individuals who face limited access to quality education and future
opportunities may be more prone to strain and, subsequently, criminal behavior as a means of achieving
success.
Social Disorganization Theory:
This theory, associated with researchers like Clifford Shaw and Henry McKay, suggests that crime rates
are influenced by the social and economic conditions of a neighborhood or community.
In the context of education and crime, neighborhoods with poorly funded schools, high dropout rates,
and limited access to educational resources may experience higher crime rates due to social
disorganization.
Labeling Theory:
Labeling theory, advanced by Howard Becker, argues that societal reactions to individuals and their
behaviors can influence their subsequent involvement in crime.
In education, students who are labeled as troublemakers or delinquents by teachers or school
authorities may internalize these labels, leading to self-fulfilling prophecies and increased involvement
in criminal activities.
Educational Attainment:
Research consistently shows that individuals with higher levels of education tend to have lower rates of
criminal involvement. A theoretical perspective here is that education can provide individuals with the
skills, opportunities, and social networks that deter them from engaging in criminal behavior.
Economic Factors:
Socioeconomic status plays a significant role in the relationship between crime and education. Lower-
income individuals often have less access to quality education and employment opportunities,
potentially increasing their susceptibility to criminal involvement.
Psychological Factors:
Psychological theories can also be considered. For example, low educational achievement may be
associated with factors like low self-esteem, frustration, or impulsivity, which can contribute to criminal
behavior.
Community Resources and Support:
The presence of community resources, such as after-school programs, mentoring, and job training, can
act as protective factors that reduce the likelihood of individuals engaging in criminal activities.
Policy Interventions:
Consider the role of education policies, such as early childhood education programs, school funding, and
interventions aimed at reducing school dropout rates, in shaping the relationship between crime and
education.
Longitudinal Studies:
A theoretical framework should also include the use of longitudinal studies to examine the impact of
education on criminal behavior over time, considering factors like age, gender, race, and geographical
location.
 SURVEY QUESTIONNAIRE
(QUANTITATIVE RESEARCH METHOD)

5 – Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
1 – Strongly Disagree

5 4 3 2 1
Did you attend college or vocational training after high school
If you attended college, what is the highest degree you
obtained or are currently pursuing?
I have been involved in any criminal activities or charged with a
crime?
Education Helps People Make Better Decisions.
Education Can Prevent Wars and Conflicts.
Do you believe that a lack of education can be a contributing
factor to criminal behavior?
I have witnessed or personally experienced a correlation
between low education levels and criminal activity in my
community.
Because highly educated people have a better chance of
finding employment, they are less likely to consider committing
crimes.
Education Increases Income; if you are successful financially,
you are less likely to consider committing crimes.
Education helps people escape poverty since poverty causes
people to commit crimes.
 Review related literature

The lack of education one has very often increases the likelihood that they will become involved in crime
and anti-social behavior. Thus the opposite is considered true as well; the more education an individual
has the increased likelihood that they will live a crime-free life. Crews (2009).
Theory suggests several ways that educational attainment may affect subsequent criminal decisions.
First, schooling increases individual wage rates, thereby increasing the opportunity costs of crime.
Second, punishment is likely to be more costly for the more educated. Incarceration implies time out of
the labor market, which is more costly for high earners. Furthermore, previous studies estimate that the
stigma of a criminal conviction is larger for white collar workers than blue collar workers (see, e.g.,
Jeffrey Kling, 2002), which implies that the negative effect of a conviction on earnings extend beyond
the time spent in prison for more educated workers.Third, schooling may alter individual rates of time
preference or risk aversion. That is, schooling may increase the patience exhibited by individuals (as in
Gary S. Becker and Casey B. Mulligan, 1997) or their risk aversion. More patient and more risk-averse
individuals would place more weight on the possibility of future punishments. Fourth, schooling may
also affect individual tastes for crime by directly affecting the psychic costs of breaking the law. (See,
e.g., Kenneth Arrow, 1997.)
Criminological literature concerning the relationship between crime and education has primarily focused
on how education can cause or prevent delinquent or criminal behavior (e.g. Gottfredson, 2002; Liazos,
1978; Cohen, 1955).
The availability of resources within schools can influence crime rates. Schools with limited resources,
inadequate facilities, and underpaid teachers may struggle to provide a positive educational
environment, potentially leading to higher rates of misconduct and delinquency. Improving school
facilities and resources can contribute to safer learning environments and reduced crime rates among
students. Welsh and Payne (2010).
Numerous studies have consistently shown an inverse relationship between educational attainment and
involvement in criminal activities. Individuals with higher levels of education are generally less likely to
engage in criminal behavior. 1 percent increase in the high school graduation rate leads to a 1 percent
decrease in the overall crime rate. Lochner and Moretti (2004).
High school dropout rates have been linked to higher crime rates. Research indicates that
individuals who do not complete high school are at an increased risk of becom ing involved in
criminal activities.
A report estimated that reducing the high school dropout rate in the United States by half could
lead to savings of over $45 billion in crime-related expenses. Alliance for Excellent Education
(2011).
Investments in early childhood education programs have shown promise in reducing future criminal
behavior. High-quality preschool programs, like the Perry Preschool Project and the Abecedarian
Project, have demonstrated long-term crime reduction effects.
A meta-analysis found that early childhood interventions can lead to significant reductions in
delinquency and crime rates. Yoshikawa et al. (2013).
The primary difficulty in estimating the effect of school on crime is that school days are not randomly
distributed across the year. Crime may be systemically higher or lower on days when school is not in
session for a variety of unrelated reasons. For example, there is evidence that violent crime increases
with temperature and on weekends (Anderson et. al. 2000).
The number of prison inmates decline with the attainment of higher education. The picture that
emerges is 27.37 per cent of jail inmates are illiterate and 41.55 per cent have studied below class
10 level. National Crime Record Bureau's Prison Statistics Report ( 2019).