Abstract
This paper examines the responses of more than 1,000 urban high school students in "Lake City" to a questionnaire assessing contact with the law, attitudes toward the law, and knowledge of the law. It shows that "legal knowledge" is not an "all or none" phenomenon—students have knowledge of some laws and are un informed about other laws—and it demonstrates that legal knowl edge is independent of respect for the law and disruptive behavior. These findings suggest that the city's current legal education pro gram concentrates on the cognitive aspects of legal education and does not address the affective and behavioral needs of the students. The disassociation of students' legal knowledge and their personal characteristics suggests that legal knowledge is dependent on insti tutional structures rather than societal expectations.
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