Inner-city youths, gangs, and school: Conflict and resistance

Abstract

Researchers have extensively explored the relationship between delinquency and education. However, research in this area has been primarily outcome focused, with an emphasis on quantitative methods; there is a dearth of process-oriented research on delinquency and education. Little attention has
been given to the significance of the school setting and social interaction within that setting. The possibility that the constitutive nature of schools may play a role in (re)producing delinquents' substandard performance in and detachment from school has been largely ignored.