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Broken Windows Assessment×Collective Efficacy Scale×
领域CriminologyCriminology
方法族Process / pipelineProcess / pipeline
起源年份19821997
提出者James Q. Wilson & George L. KellingRobert J. Sampson, Stephen W. Raudenbush & Felton Earls
类型Observational disorder measurement tied to a crime theoryEcometric measurement scale of neighborhood social cohesion and informal social control
开创性文献Wilson, J. Q., & Kelling, G. L. (1982). Broken windows: The police and neighborhood safety. The Atlantic Monthly, 249(3), 29–38. link ↗Sampson, R. J., Raudenbush, S. W., & Earls, F. (1997). Neighborhoods and violent crime: A multilevel study of collective efficacy. Science, 277(5328), 918–924. DOI ↗
别名Broken Windows Disorder Audit, Physical Disorder Assessment, Systematic Social Observation of Disorder, Neighborhood Disorder AuditCollective Efficacy Measure, Neighborhood Collective Efficacy Scale, Sampson Collective Efficacy Scale, Social Cohesion and Informal Control Scale
相关43
摘要Broken windows assessment is the systematic measurement of physical and social disorder — graffiti, litter, broken windows, public drinking, loitering — tied to the hypothesis that visible disorder signals that no one is in control and thereby invites further crime. Stated by Wilson and Kelling in 1982 and put on a rigorous empirical footing by Sampson and Raudenbush's systematic social observation, it turns the metaphor of an unrepaired broken window into a quantified, reliable neighborhood scale.The collective efficacy scale measures a neighborhood's shared capacity to maintain order: the combination of social cohesion and mutual trust among residents with their shared willingness to intervene for the common good. Introduced by Sampson, Raudenbush, and Earls in their landmark 1997 Science study, it operationalizes a reformulation of social disorganization theory and is constructed with ecometric methods that aggregate individual survey responses into reliable neighborhood-level scores.
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ScholarGate方法对比: Broken Windows Assessment · Collective Efficacy Scale. 于 2026-06-25 检索自 https://scholargate.app/zh/compare