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Gangs, Schools, and Social Change: An Institutional Analysis

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  • John M. Hagedorn

Abstract

Understanding gangs and schools requires us to go beyond neighborhood-level analysis because spatial analyses tend to downplay or ignore social movements as key to fundamental change. This article supplements a traditional ecological approach with an institutional analysis of both schools and gangs. A history of Chicago gangs reveals that gangs are not one thing; at times they have played positive roles within schools and taken part in social movements. The author’s personal experiences with gangs and schools in Milwaukee and Chicago are presented as evidence documenting the mutability of gangs, the damaging consequences of some educational policies, and the importance of including gang members in social movements. The current Black Lives Matter movement presents opportunities for nonincremental, disruptive change and the potential inclusion of gangs and gang members in a broader strategy to create a better society.

Suggested Citation

  • John M. Hagedorn, 2017. "Gangs, Schools, and Social Change: An Institutional Analysis," The ANNALS of the American Academy of Political and Social Science, , vol. 673(1), pages 190-208, September.
    • Handle: RePEc:sae:anname:v:673:y:2017:i:1:p:190-208
    DOI: 10.1177/0002716217726965
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    References listed on IDEAS

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    1. Vani S. Kulkarni, 2017. "The Fight: Discipline and Race in an Inner-City Public Charter High School," The ANNALS of the American Academy of Political and Social Science, , vol. 673(1), pages 150-168, September.
    2. Cid Martinez, 2017. "Responding to Violence, Keeping the Peace: Relations between Black and Latino Youth," The ANNALS of the American Academy of Political and Social Science, , vol. 673(1), pages 169-189, September.
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    Cited by:

    1. Elijah Anderson, 2017. "The Devolution of the Inner-City High School," The ANNALS of the American Academy of Political and Social Science, , vol. 673(1), pages 60-79, September.

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