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Modeling the Process of School Shooters Radicalization (Russian Case)

Author

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  • Anna Karpova

    (Division for Social Sciences and Humanities, School of Core Engineering Education, National Research Tomsk Polytechnic University, 634050 Tomsk, Russia)

  • Aleksei Savelev

    (Division for Information Technology, School of Computer Science & Robotics, National Research Tomsk Polytechnic University, 634050 Tomsk, Russia)

  • Nataliya Maksimova

    (School of Engineering Entrepreneurship, National Research Tomsk Polytechnic University, 634050 Tomsk, Russia)

Abstract

Research on radicalization became relevant to the study of terrorism and violent extremism just two decades ago. The accumulated empirical data on terrorism have led researchers and experts to understand that radicalization is a predictor of violent actions by terrorists, violent extremists, and lone actors. Violent incidents committed by school shooters are not terrorist crimes, but there is good reasons for inclusion as terrorist crimes since they have similar mechanisms. The article aims to create a conceptual model of school-shooter radicalization and determine the distinguishing features of the process. The paper presents a theoretical and methodological base of content analysis concepts, political models, and terrorist radicalization on the different levels of study. Based on the content analysis results, we identify the significant gaps in the research field, consider the radicalization phenomenon in detail, substantiated the qualitative aspects of the school shooters radicalization, and propose a conceptual scheme. Psychological, behavioral, cognitive aspects of the school shooters radicalization reflect a holistic picture of the relationship between the process phases and changes in the parameters of the object’s state. The aspects of radicalization and this phenomenon’s qualitative properties are interpreted as the determinants of the conceptual model. The model includes five stages, each of which is considered to be one of the components for the formation and acceptance of the idea of a violent way to solve a problem, but certainly do not act individually as the only component that leads to the actual implementation of the incident of a school shooting. An in-depth study of online social connections and warning signs, mobilization factors, behavioral trajectories, and imitation mechanisms can help scientists understand why school shooters are increasingly motivated to use violent means to achieve personal goals. We have outlined the possibilities and prospects of the model’s application and directions for future research.

Suggested Citation

  • Anna Karpova & Aleksei Savelev & Nataliya Maksimova, 2021. "Modeling the Process of School Shooters Radicalization (Russian Case)," Social Sciences, MDPI, vol. 10(12), pages 1-26, December.
    • Handle: RePEc:gam:jscscx:v:10:y:2021:i:12:p:477-:d:701548
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    References listed on IDEAS

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    1. Krieger, Tim & Brockhoff, Sarah & Meierrieks, Daniel, 2012. "Great Expectations and Hard Times The (Nontrivial) Impact of Education on Domestic Terrorism," VfS Annual Conference 2012 (Goettingen): New Approaches and Challenges for the Labor Market of the 21st Century 62083, Verein für Socialpolitik / German Economic Association.
    2. Oksanen, Atte & Hawdon, James & Räsänen, Pekka, 2014. "Glamorizing rampage online: School shooting fan communities on YouTube," Technology in Society, Elsevier, vol. 39(C), pages 55-67.
    3. Sarah Brockhoff & Tim Krieger & Daniel Meierrieks, 2015. "Great Expectations and Hard Times," Journal of Conflict Resolution, Peace Science Society (International), vol. 59(7), pages 1186-1215, October.
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    Cited by:

    1. Lankford, Adam & Silva, Jason R., 2024. "Similarities between copycat mass shooters and their role models: An empirical analysis with implications for threat assessment and violence prevention," Journal of Criminal Justice, Elsevier, vol. 95(C).

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