Officers in Transition: The Dynamic Self-Concept of Officers in Schools

• In Event: Contemporary Issues in Law Enforcement

Abstract

A growing body of research suggests school resource officers (SROs) perform a wide array of non-traditional police tasks and work in settings that are culturally distinct from the streets police patrol. To thrive in SRO programs, police must adapt to these new roles and settings, likely affecting how they view themselves and their work. The present study examined how SROs described their self-concept and work-related attitudes using survey, interview, and observation data from SROs in four states. Participants in this study reported embracing a self-concept compatible with their work roles (e.g., identifying as empathetic and as an educator). Participants also adopted new ways of viewing and relating to their work, such as becoming emotionally invested in their position. Findings lend support to the notion that self-concept and attitudes are situated within and influenced by social context. Positive changes in SRO perceptions show promise for the success of SRO programs and highlight areas for future research.

Authors

• Trisha Rhodes, Virginia Commonwealth University

• Samantha Clinkinbeard, University of Nebraska at Omaha