Wilsoni katkiste akende teooria on tuntud ja paljude poolt heakskiidu saanud ka Eestis. Ometi on seda tõsiselt kritiseeritud ja küsitavaks seatud. Siinviidatu leidis oma koha mitmel põhjusel, kuid peamiselt ehk sellepärast, et demonstreerib kuidas nö “parimad praktikad” võivad levida teistessegi valdkondadesse, kuigi “parima” küsimus ei olegi nii selge.


But even as the broken windows approach has come to be recognized as a key driver of inequality in the penal system, it has been embraced by school reformers whose aim is to reduce inequality (Lemov, 2010). […] Like arrests in the policing context, exclusionary punishments such as suspensions and expulsions have been shown to have long-lasting negative consequences for individuals subjected to them (Morris and Perry, 2016; Ramey, 2016; Bruch and Soss, 2018).

Uuringu fookus:

This study draws on an original dataset of 7726 U.S. public and charter schools, combining two federal datasets with other publicly available data to ask how the application of broken windows social control in schools may change patterns in the use of out-of-school suspension. After documenting the prevalence and student demographics of no-excuses schools, I analyze both between-school differences and within-school Black–White disparities in suspension rates.

Parim praktika levib, hoolimata kriitikast:

Despite widespread criticism and protests by racial justice advocates (Flagg and Nerbovig, 2018; Sayej, 2018; Campaign Zero, 2019), broken windows theory continues to influence not only policing but also, increasingly, schools. Much of the rapidly expanding charter school sector is dominated by a “no excuses” model of schooling explicitly designed around the broken windows theory of social control

Lugemishuvi suurendamiseks:

The effects of the broken windows approach in the policing context have been well documented (Fagan and Davies, 2000; Kohler-Hausmann, 2018; New York Civil Liberties Union, 2018), but its impacts in other institutional domains are less clearly understood. […] These findings indicate that the no-excuses approach contributes to both within- and between-school racial disparities in punishment.

Stitt, M. E. (2021). “Broken windows” discipline and racial disparities in school punishment. Punishment & Society. https://doi.org/10.1177/14624745211042199