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This research examines the extent to which individual- and school-level factors explain variation in school misbehavior among a nationally representative sample of high school students. The results reveal that higher levels of school attachment, school commitment, and belief in school rules are associated with lower levels of misbehavior in school, net of family and peer influences. With regard to school climate, larger schools in urban areas explain variations in school misbehavior. Overall, the results suggest that individual- and school-level covariates should be included in the study of school misbehavior.
Criminologists have long studied the relationship between school-related variables and delinquency (Elliott, Hamburg, & Williams, 1998; D. C. Gottfredson, 1986; D. C. Gottfredson, Gottfredson, & Hybyl, 1993; G. D. Gottfredson & Gottfredson, 1985; Hirschi, 1969; Jarjoura, 1993; Jenkins, 1995; McNeal, 1995; Sampson & Laub, 1993; Thornberry, Moore, & Christenson, 1985; Welsh, Stokes, & Greene, 2000). A variety of school-related variables have been consistently linked to delinquent behavior, including commitment to school (Jenkins, 1995), involvement in school (McNeal, 1995), attendance at school (Jarjoura, 1993; Thornberry et al., 1985), school social bonds (Cernkovich & Giordano, 1992; Jenkins, 1997), and school climate (D. C. Gottfredson & Gottfredson, 1985; Welsh et al., 2000). Although these studies have provided valuable insights into the relationship between schools and delinquency, they have failed to address the influence of multiple levels (e.g., individuals and schools) associated with school delinquency (D. C. Gottfredson, 2001; Hoffman & Johnson, 2000; Welsh, 2000; Welsh, Greene, & Jenkins, 1999; Welsh, Jenkins, & Greene, 2001; Wilcox & Clayton, 2001).
Researchers know little about how school delinquency varies among and within schools (Welsh, 2001; Welsh et al., 1999; Wilcox & Clayton, 2001). Even less is known about school contextual characteristics that may account for school delinquency beyond individual-level characteristics (Arum & Beattie, 1999; Astor, Meyer, & Behre, 1999; D. C. Gottfredson, 2001; Hoffman & Johnson, 2000; Welsh et al., 1999; Wilcox & Clayton, 2001). Investigating school-level characteristics that influence students' behavior is important because adolescents spend a great deal of time in school, and, in turn, schools play an integral part in their socialization (D. C. Gottfredson, 2001). It is possible that the school's ecological context can promote or reduce school delinquency. Thus, a comprehensive examination of school contextual effects...