Several scholars in the field have argued for a need to integrate or elaborate criminological theory in order to move the field forward. To that end, this dissertation proposes and tests an elaboration of social disorganization theory, self-control theory, and routine activities theories, applied to the issue of school-based victimization. Specifically, each theory is applied individually to three operationalizations of school-based victimization, and a fully elaborated theory is applied as well. Akaike Information Criterion values are applied to each model to determine which theoretical approach is best for understanding school-based victimization. Each model includes cross-sectional and longitudinal multi-level methods. Results suggest that which theoretical approach is best for understanding school-based victimization is, in part, dependent upon methodological choices made, including how the dependent variable is operationalized and whether the model is run cross-sectionally or longitudinally. The dissertation concludes that theory elaboration is a viable option for moving the field forward, but that more consideration and discussion of the impact that methodological choices have on our understanding of theory is needed.
Read
