Near-Campus Robbery Experiences: some lessons and strategies learned

Near-Campus Robbery Experiences:Some Lessons and Strategies Learned

Jose A. Fadul, PhDDe la Salle-College of Saint Benilde

PHILIPPINES

Fourth Annual International Russian-Chinese scientific and practical conference

“Social entrepreneurship and social responsibility of business : Asia-Pacific region experience”

Moscow, Leningradsky prospect, 49, aud. 213/422,

(Academic Board Hall ) / (International Finance laboratory).

26-27 May 2014.

Introduction

Key words: • Criminology

• near-campus robbery

• vicarious learning

• social network analysis

Introduction

• Incidences of robbery are not unheard of in areas just outside schools (UN Interregional Crime & Justice Research Institute, 2002). Thieves and robbers are attracted to crowds of naïve students (Garland, 2002).

• For the past two years, 29 cases of robberies in areas near school premises occurred. The local government & the police force started doing something (Benildean Press Corp, 29 October 2013). After months of collaboration, robbery incidents still continue. This research hopes to complement or supplement what school authorities and the law enforcers are doing.

• It is the duty of the school to protect its faculty, students and personnel. Robbery incidents are encumbering with the teaching-learning process.

• Prevent these crimes for students and faculty to experience a more conducive environment for learning. By controlling near-campus crimes, urban colleges and universities reap benefits (Romano, 2006) .

Review of Related Literature

• Morta and Castro (2010) : occurrence of crimes in Ateneo de Manila a University campus in relation to land use features & transport accessibility;

• Mojares (2013): urbanization & crimes committed by & to students ;

• Bhirdo, 1989; Fenske & Hood (1998) include data on the profile of students coming to campus and on violence on campus; defining problems & strategies for action by higher education institutions;

• Hoover and Lipka (2007) : Campus officials and college authorities weigh when to alert students to danger, and information dissemination for speedy crime alerts;

• Sloan, Fisher and Wilkins (1996): panel study of faculty members, staff, and students on reducing perceived risk and fear of victimization on campus;

• Lane, Gover and Dahod (2009): fear of violent crimes on campus;

• Tomsich, Gover, and Jennings (2011): gender roles in the prevalence of campus victimization, perceptions of fear and risk of crime, & constrained behaviors of university students.

Research Problem and Design

• Participants• Out of the 29 robbery victims, only 2 teachers, 4 students, and 2

staff members were actually interviewed because these 8 agreed to fully disclose information about themselves. Standard research ethics on anonymity was applied. Participants were assured that a network graph will be uploaded but not enough details for other people to identify any of them that will compromise their privacy.

• No compensation was offered to discourage false stories for remuneration, but the importance of the information to help prevent near-campus robberies from perpetuating, is stressed (Walton, 2002).

• These 8 interviewees may not speak for the rest of the robbery victims; sampling procedures proved difficult to establish as there are a number of police- and school-unreported cases.


• Interview Procedure and Data Capture– Each of the 8 robbery victims was separately asked to

narrate his or her own story as a robbery victim. Interview questions in the actual sessions varied according to spontaneity of answers of interviewees, but were basically asked three questions:

i)°What happened?

ii)°Why do you think it happened to you? and

iii)°What do you think should be done about what happened?


• Interview Procedure and Data Capture

– No leading or double-headed questions were asked.

– The questions were asked in such a way that the robbery

victims do not feel stigmatized as gullible, feeble, careless,

undependable or making deliberate or pretentious display

of one’s money or possessions (Janoffbulman, 1985; Fox

and Cook, 2011; Walton, 2002).


• Interview Procedure and Data Capture– Interview sessions have been seen by some of the victims to be a form of

psychological “debriefing” wherein they were able to “release” those feelings

of awkwardness, fear, pain, and anxiety brought about by the incident.

However, the author used the interview sessions for data gathering and not

for counseling or psychotherapy.

– The author underwent psychological debriefing himself after the interview

sessions because of the emotionally heavy conversations he had with the

robbery victims.


• Interview Procedure and Data Capture– Each of the eight interviewees was asked regarding who their close and not-so-close friends are. Those

with Facebook (FB) accounts agreed to “friend” the author for the latter to know who they often

interact with, and who are the people they “follow”.

– Those with no FB accounts agreed to give offline data regarding their close and not-so-close friends,

what do they often do, where do they go for recreation, and how do they spend the rest of their time.

The online and offline information on the eight interviewees and their friends were used for social

network analysis.

Results and DiscussionThe actual interviews were in mixed Tagalog, English, and Korean. The following are excerpts from the eight separate interviews, slightly edited for clarity:

• Case 1—Mr. A, a part-time teacher in CSB, has been with the school for the past 2 years.

• Researcher (R.): “What happened, Mr. A.?”

• Mr. A: “I got held up just a few meters in front of UCP Bank, … a few meters right across the school. It was about 2:30 p.m., and I had just withdrawn my half-month salary. Just a few steps after I left the bank premises, I felt that a sharp object—probably an ice pick—was poked at my side by a man. He gestured that he had a companion. There were at least two of them. I was asked to hand in my cellphone and my wallet and I had no choice. I lost P15,000 cash and my wallet that contains my school ID and residencecertificate (cedula). When I got home I had to explain to my wife why I was not able to buy groceries for the week. I did not bother to report the incident to the Police nor to School authorities …. It was after two days when I told my co-teachers in CSB what happened.

• R.: “I’m curious to know as to why you are reluctant for the [rest of the] CSB community to know that you got robbed at knifepoint.”

• Mr. A: “What’s the point? Will that bring back what I’ve lost? And the ridicule; I don’t say all, but you know that some of our students even laugh at your calamities. As soon as they learned about my misfortune they will make fun of me! Ang gago pala nisir, naholdap.”

• R.: “Why do you think it happened to you?”

• Mr. A.: “I still don’t know. Maybe because I was not expecting that I can get robbed in broad daylight near the school premises.Maybe, it’s essentially because of my complacency, I think.”

• R.: “Did you commit robbery in the past? Or, are you guilty of anything that might suggest that what happened to you is karma?”

• Mr. A.: “No. I don’t think I did anything wrong to merit this. (Laughter)”

• R.: “So, what do you think should be done about it? Or, what should you do now?”

• Mr. A.: “I don’t know. Maybe, I should not withdraw large sums at one time. So that even if I get held up (robbed at knife point), I won’t lose so much money….”

Results and Discussion (continued)The actual interviews were in mixed Tagalog, English, and Korean. The following are excerpts from Case 2 interviews, slightly edited for clarity:

• Case 2—Mrs. B is also a part-time teacher in DLS-CSB. She also teaches in another school not far from CSB. She has been with the school on and off for the past five years. After the incident, Mrs. B had to take a leave in school and file for SSS sickness assistance.

• Researcher (R.): “What happened? First time mo bang maholdap?”

• Miss B.: “Yes, first time kong maholdap. I boarded an Asian utility vehicle along Taft Avenue at about 6 pm. We got held up by a man seated near the door who pretended to be one of the passengers. He asked the driver to stop the vehicle before it reached Quirino Avenue, about fifty meters from the school. He got everyone’s wallet and cellphones. When I showed reluctance to give my cellphone he forced himself on me .... Bastos! …. I suffered from a broken wrist. When I got home, my husband brought me to the hospital. The next day I reported it to the Police. I also told my co-teachers of what happened.”

• R.: “Why do you think it happened to you? Were you partly to blame for it?”

• Miss B.: “I was caught off-guard. I didn’t see it coming … and I guess criminals are no longer afraid of getting caught. They have gotten worse …. No, I don’t think I was at fault. I think none of us victims knew what was coming.”

• R.: What do you think should be done about it?

• Miss B.: “You mean suggestions? Well, I think we are really living in the last days when criminalities will be plentiful. I need to pray more. We need to pray … that these criminals will be caught … and for God to protect His children ….”

Results and Discussion (continued)The actual interviews were in mixed Tagalog, English, and Korean. The following are excerpts from Case 3 interview, slightly edited for clarity:

• Case 3—Mr. C is a foreign student studying in CSB. He is Korean.

• Researcher (R.): “I was told that you have been held up. Can you tell me what happened?”

• Mr. C.: “I got to school very early because we have a class field trip to visit churches …. I got held up by a man who approached me while I was waiting in front of the bookstore next to the school. He asked me something and even said “Excuse me, sir” before declaring a hold up. He got my wallet and cellphone. At first, I showed unwillingness to give my cellphone but he showed anger and wounded my hand with his knife. I became very afraid as I felt the prickly pain (가시투성이의, “gasi tusong-wi”) .... When the man got what he wanted, he simply walked away, as I helplessly watched him leave. I still joined the field trip, and I told my teacher that I got held up that morning. It ruined my day. What was supposed to be an interesting excursion for me became a tiring one because the memory of the awful incident kept coming back. I had the trauma of my life! The following day, I no longer reported the incident to the school or police of what happened. Later, I told my [mostly Korean] friends about what happened.”


• Mr. C.: “I wasn’t warned that it could be so dangerous near school in early morning, so I wasn’t prepared for it.

I got surprised. Nobody warned me about it.”

• R.: “What do you think should be done about what happened?”

• Mr. C.: “CSB (the school) should coordinate with the Police headquarters. Students should be protected, you know …. Also, our teachers should warn us, or teach lessons on what might happen if we go to school alone very early in the morning.”


• Case 4—Miss D is another foreign student of CSB from Korea. Though both of them are Koreans, Mr. C and Miss D do not know each other personally.

• Researcher (R.): “What happened? Was it your first time to experience a holdap?”

• Miss D.: “Yes, my first time to have such a fearful experience. I was at Taft Avenue corner Pablo Ocampo at about 9 pm. My friends and I went to Starbucks-Torre Lorenzo earlier that night. I got held up by two men riding in a motorcycle. The man at the backseat got my cellphone but not my purse. They fled as soon as some people began to notice them. I got traumatized. When I got to my condo unit, I called home to tell my parents about it. No, I did not report the incident to the Police. What’s the use? I won’t be able to get back my phone, even if I did report it. I just told my friends in CSB of what happened the following day.

• R.: “Does your father or any of your close relatives do anything bad or illegal? Do you think that what happened to you is some form of making it up?”

• Miss D.: “No, of course not. As far as I know my parents are doing legitimate business…. No, they have nothing to do with my accident … and negligence.”

• R.: “Aside from negligence, why do you think the robbery happened to you?”

• Miss D.: “I guess crooks have been there all along, and I let off my guard.”

• R.: “What do you think should be done about it?”

• Miss D.: “There should be some sort of warning sign that in that place one can get robbed like ‘May Nanakawan na rito!’ (‘Someone has been robbed here!’). It can be a joint community-school project.”

• R.: “Do you know Mr. C? Are you aware that Mr. C. also got robbed a few months ago?”

• Miss D.: “Yes, we’ve met during the Frosh night. I’m familiar with his name but I can’t remember his face right now…. We are notfriends. Really? I didn’t know that. So, we Koreans are being targeted by robbers here.”


• Case 5—Mr. E is a senior student from the School of Design and Arts (SDA) of CSB.

• Researcher (R.): “What happened, Mr. E.? Naholdap ka na ba noon?”

• Mr. E.: “First time kong maholdap. I was walking along Pablo Ocampo [Street] around 10 p.m., when a motorcycle-riding tandem crossed my path. One of the two men held a gun, and pointed it at my forehead as he asked me to give my laptop to him…. Yes, my forehead (pointing to his forehead)…. I did not give him my laptop but instead gave him a quick chop in the hand then I ran away without looking back.”

• R.: “Didn’t it occur to you that you might have gotten killed or seriously injured because you did not give in to the holdaper’s demand then?”

• Mr. E.: “Yes, sure, I thought of my life. But I also thought of my thesis in my laptop. I thought that if I lose my thesis I might as well die! So I did not give him the laptop but instead gave him a karate chop in the hand. I’m a black-belter, you know. What I did may be considered foolish. But at hindsight, I will do it again if I had to … because I need to graduate more than anything else.”

• R.: “Why do you think is the reason why the incident happened to you?”

• Mr. E: “Perhaps that pair of criminals saw that I looked like I was absent-minded and I was at that time really absent-minded, because I’ve been working on my thesis day and night. I haven’t watched the news on TV for weeks that I didn’t know that criminals in motorbikes have been prowling around CSB.”

• R.: “What do you think should be done about these robberies near CSB?”

• Mr. E.: “You mean proposals? Well, I think we are really living in dangerous times—criminalities are now plentiful. These criminals should be caught and punished … so that we, students, can study without fear of getting hurt after class ….”

Results and Discussion (continued)The actual interviews were in mixed Tagalog, English, and Korean. The following are excerpts from Case 6 interviews, slightly edited for clarity:

• Case 6—Miss F is also a senior student of CSB.

• Researcher (R.): “What happened? Nangyari na ba sa ‘yo ‘to dati? ”

• Miss F.: “I don’t recall getting holdapped before .… I boarded a taxi along Leon Guinto Street (near CSB’s back gate) at about 9 am to take me to DLS-CSB AKIC campus. I have no change for a 1000-peso note. The meter registered only P50 and I paid with the 1000-peso bill. Then the driver refused to give me my change (P950). I told him that he can take P100. Then the driver beganmaking threats like “I can get your relatives harmed, etc.” Then he sped away. I was able to take his plate number though, and reported the incident to the police that same morning. The following day, he was caught and apologized to me and my parents, and even offered to make restitutions. We just let him go because my parents and I don’t want to have anything to do with him. But he got detained anyway. Someone else filed charges against him. (Outbreath).”

• R.: “Why do you think it happened to you as a student?”

• Miss F.: “I think thieves are now trying new modus operandi to rob the unsuspecting people. And these criminals are attracted to CSB because they knew that people here have thicker wallets (i.e., have plenty of money) compared to those from other schools. Yes, I’ve heard from friends that they think CSB students are rich….”

• R.: “How much do you get for your allowance?”

• Miss F.: “Five hundred [pesos].”

• R.: “In a day?”

• Miss F.: “Yes. Five hundred [pesos] a day; [or] three-thousand a week.”

• R.: “What do you think should be done about these robberies near CSB?”

• Miss F.: “You mean suggestions? Well, I think we are really living in the last days when criminalities will be plentiful. We need to pray that these criminals will be arrested …. Lord have mercy! How do I review for my exams now with these concerns?”


• Case 7—Mrs. G has been working in CSB as a secretary-clerk for the past seven years.

• Researcher (R.): “What happened, Mrs. G.?”

• Mrs. G.: “I boarded a jeepney along Taft Avenue in front of the school at about 6 pm. We got held up by a man seated near the estribo who pretended to be one of the passengers, and his accomplice also pretended to be a passenger, sat next to the driver. He asked the jeepneydriver to stop the vehicle before it reached Quirino Avenue, as he poked a screw driver to the driver’s neck. Then he and his accomplice got every passenger’s wallet, purse and cellphones. When I showed reluctance to give my cellphone I got hit in the chest …. I went to the clinic last week because it hurts up till now …. They [the robbers] ran away after taking the jeepney driver’s cashbox. The next day I reported the incident to my boss (Head teacher)…. I also told some of my co-workers in CSB of what happened …. I did not bother to go to the police.”


• Mrs. G.: “I guess it could have happened to anyone else since criminals are no longer afraid of getting caught. They have no fear anymore. And it may be for a purpose …. God allowed this to happen to me for a reason.”

• R.: “[Is it] Karma?”

• Mrs. G: “No, not exactly karma…. (Laughters) I think I experienced this misfortune for me to better understand other victims … of similar misfortunes.”

• R.: “You have kids, right? Have they experienced getting robbed like you recently had?”

• Mrs. G.: “I have two sons…. No, they have not experienced getting held up by a robber…. I only read vaguely of robberies in the newspapers… and I used to think that holdap victims or victims of any crime are somehow responsible for the loss that happened to them.

• R.: “Can you elaborate on that?”

• Mrs. G.: “I thought robbery victims are show offs, maarte, and careless; now I know better, as I get the idea of the bigger picture….”

• R.: “What do you think should be done about what happened to you?”

• Mrs. G.: “You mean suggestions for preventing crimes like this? Well, I can’t think of anything right now… except that we need to pray … that these criminals will be caught and detained … and let us pray that Mama Mary protects us ….”


• Case 8—Mr. H is also a non-teaching employee in CSB like Mrs. G but in another office.

• Researcher (R.): “What happened, Mr. H?”

• Mr. H.: “I boarded an Asian utility vehicle along Taft Avenue at about 6 pm. We got held up [robbed] by a man seated near the door who pretended to be one of the passengers. He asked the driver to stop the vehicle before it reached Quirino Avenue, about fifty meters from the school premises. He had what looks like an improvised gun. The woman seated near him was an accomplice. They were well-dressed and didn’t look like holdapers at all. He told us to keep calm as she got everyone’s wallet and cellphones. I did not bother to report the incident to the Police because I have other things to do…. I just told some of myfriends and co-workers in CSB of what happened the following day.”

• R.: “Do you think that you may be earning too much for your work, and that getting robbed may be a form of equalizing things out in our society?”

• Mr. H.: “What a stupid idea! I don’t earn that much; in fact, I have difficulty making ends meet… and I have always been fair… and I don’t remember hurting anybody. I don’t think we’ve deserved what happened to us [robbery victims].”

• R.: “Why then do you think it happened to you?”

• Mr. H.: “I guess I was just unlucky ... and criminals no longer fear getting caught.”

• R.: “Other than fate, which is something beyond one’s control, were there factors that you have control over? Were you showing off a thick wallet or your nice expensive cellphone?”

• Mr. H: “No, I don’t think so.”

• R.: “What do you think should be done about what happened?”

• Mr. H: (An enigmatic smile) “I’ll leave that to God who punish evil doers. I’m not so much into these, you know.”

Figure 1. Vicinity map showing places where the eight robberies occurred (red circles)

One pattern of the robberies: a pair boards a public utility vehicle near thecorner of Taft Avenue and Pablo Ocampo Street, posing as passengers, thendeclare a “hold up” along that dimly-lighted, often-empty part of Taft Avenue,twenty to thirty meters before reaching Quirino Avenue.

Results and Discussion (continued)

• Another pattern: robbers riding motorcycles in tandem. Authorities are helpless to stop them. The police can hardly prevent, spot and stop these criminals because they are embedded in the city’s heavy traffic and busy thoroughfares and made incognito by their helmets. CCTVs cannot help identify them often because of their helmets.

• Will the problem be solved by enjoining the Mayors of the cities involved to enact an ordinance that will empower policemen to apprehend tandem-riders on sight?

• Will it be justifiable to shoot-to-disable those tandem-riders who try to flee—as if, nip the crime in the bud?

Figure 2. Network of the 8 robbery victims (in red) and their friends (gray)

Visualizing the eight robbery victims’ social interactions with their friends inFruchterman-Reingold layout; uploaded in the NodeXL Graph Gallery athttps://nodexlgraphgallery.org/Pages/InteractiveGraph.aspx?graphID=18465

Very noticeable is that no robbery victims are friends with each other.

https://nodexlgraphgallery.org/Pages/InteractiveGraph.aspx?graphID=18465

Conclusions

• Robbery incidents are bad for the education business. They cause “spikes” and disruptions.

• But what has not killed the robbery victims may have made them stronger. They—teachers, students, and school staff of CSB—have been reminded of the unpleasant realities in life, as well as the primacy of human life over material things.

• After the incident the robbery victims have become more aware of their surroundings, more alert regarding the “dangers that may be lurking in the dark”, more careful in handling or safe-keeping valuables, and more appreciative of what they possess.

• They have regrets that they should have known about the modus operandi of criminals through readings and school lecture lessons, rather than through the frightening and dangerous actual robbery experiences.

Conclusions (continued)

• “Experience is the best teacher” but “you don’t have to drink poison to know that it is poison”.

• One need not become a robbery victim in order to understand and analyze, and avoid robbery experiences.

• It is possible to learn from others’ mistakes, rather than actually experience the trouble.

• A place to learn from the mistakes of others is the school.

• There is no one-size-fits-all solution for solving robbery cases.

Recommendations

• Lessons on robberies near campus areas be integrated in the formal curriculum of the school.

• Students can learn vicariously about robberies through video footages or sharing of experiences of actual robberies, as part of a lesson in psychology, sociology, civics, or economics.

• They can also listen to narrations of resource persons who got robbed in the past.

Recommendations (continued)

• Outside the school, a person should vicariously learn about the latest modus operandi of thieves and robbers through his or her friends.

• Each one should develop a sense of individual and collective awareness to prevent becoming the next robbery victim, by maintaining friends whom we can learn crucial information, both online and offline.

• A strategy to avoid getting robbed is to have friends who inform us of the latest methods of attack and tricks of criminals, and re-twit or re-blog the information to our other friends to inform them.

Recommendations (continued)

• Replication of this research to other schools and institutions with similar problems and crime situations.

• Comparative studies to shed further light on the strategies and lessons learned by robbery victims.

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