Profiles

Julia Sandahl

Julia Sandahl

Doktorand

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Arbetar vid Kriminologiska institutionen
Telefon 08-16 44 65
E-post julia.sandahl@criminology.su.se
Besöksadress Universitetsvägen 10 C, plan 6
Rum C 674
Postadress Kriminologiska institutionen 106 91 Stockholm

Undervisning

Metod, Kriminologi II

Handledning av examensarbete, Kriminologi III

Forskning

Skolkontext och brott, flernivåanalys, prevention

Det övergripande syftet i avhandlingen är att studera variationen i brott mellan skolor samt att undersöka betydelsen av skolkontextuella faktorer, främst på makronivå, för denna variation. Detta görs huvudsakligen med hjälp av flernivåanalys (MLA) baserat på data från Stockholms stad (Stockholmsenkäten från Socialförvaltningen och registerdata från Utbildningsförvaltningen). Projektet förväntas ha såväl teoretiska som praktiska implikationer. Teoretiskt förväntas avhandlingen bidra till litteraturen om hur det kvantitativa samspelet mellan strukturella, kulturella och individuella mekanismer har inflytande på självrapporterade brott. Dels genom att öka förståelsen för i vilka avseenden skolans kontext kan respektive inte kan förväntas bidra till brottsprevention.

 

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2016. Julia Sandahl. Journal of Scandinavian Studies in Criminology and Crime Prevention 17 (2), 110-130

    School is regarded as a central arena for crime prevention. This study analyses the effects of student perceptions of school contextual aspects on self-reported offending, using logistic regression with control for clustering effects. The data comprise a census of pupils in year nine in comprehensive school (15 year olds) and in year two of upper secondary school (17 year olds) in the City of Stockholm in 2006, 2008 and 2010 (n = 25,850 of which 47% are boys and 53% are girls). Besides showing that several aspects of students’ perceptions of the school setting have direct protective effects on offending, the study shows that perceiving schoolwork as meaningful appears to moderate the effect of adverse home conditions on delinquency for boys. The only aspect of school investigated in this study that was not significantly related to offending was the perception of classroom order, indicating that emotional support from teachers is more important for crime preventive implications than maintaining order in the classroom. Controlling for clustering effects shows differences in offending between classes and schools that are not produced by differences between the students.

  • 2018. Sara B. Låftman (et al.). International Journal of Environmental Research and Public Health 15 (4)

    Future orientation can be defined as an individual’s thoughts, beliefs, plans, and hopes for the future. Earlier research has shown adolescents’ future orientation to predict outcomes later in life, which makes it relevant to analyze differences in future orientation among youth. The aim of the present study was to analyze if bullying victimization was associated with an increased likelihood of reporting a pessimistic future orientation among school youth. To be able to distinguish between victims and bully-victims (i.e., students who are both bullies and victims), we also took perpetration into account. The data were derived from the Stockholm School Survey performed in 2016 among ninth grade students (ages 15–16 years) (n = 5144). Future orientation and involvement in school bullying and in cyberbullying were based on self-reports. The statistical method used was binary logistic regression. The results demonstrated that victims and bully-victims of school bullying and of cyberbullying were more likely to report a pessimistic future orientation compared with students not involved in bullying. These associations were shown also when involvement in school bullying and cyberbullying were mutually adjusted. The findings underline the importance of anti-bullying measures that target both school bullying and cyberbullying.

  • Julia Sandahl. European Journal of Criminology

    This study employs Macro-Level Strain Theory (MST) as a framework to provide a better understanding of the way in which the structural and social context of Stockholm schools covaries with self-reported violent and general offending. The findings contribute to the literature in this area by directing a special focus at the interplay between the theory’s macro-level components and some individual-level mechanisms that may be assumed to condition the effect of strain on offending. Using multi-level data on 5,274 students nested in 90 schools in the city of Stockholm, the study notes significant contextual effects of anger and life dissatisfaction on offending. School-level deprivation appears to have a confounding effect on the relationship between school-contextual negative affect and offending. Further, school-contextual anger influences some individuals more than others. Implications of these findings are discussed.   

Visa alla publikationer av Julia Sandahl vid Stockholms universitet

Senast uppdaterad: 27 november 2018

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