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DOCUMENT RESUME ED 447 379 CG 030 479 AUTHOR Newman, E. Jean TITLE School Violence: A Literature Review. PUB DATE 1999-11-00 NOTE 28p.; Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Point Clear, AL, November 17-19, 1999). PUB TYPE Information Analyses (070) Speeches/Meeting Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Adolescents; Delinquency; Elementary Secondary Education; *Journal Articles; Juvenile Gangs; Literature Reviews; Mass Media Role; Peer Influence; Prevention; *School Safety; *Violence ABSTRACT In this literature review on school violence, over 4,000 sources were found in government reports, journal articles, editorials, and texts. This review is offered as a reference, with the implication that it represents only a cursory overview of this field of study. The paper begins by quoting articles that define school violence and theories as to why violence is occurring. Youth gangs are looked at by a number of sources. Student perceptions of violence are also highlighted. The influence of the media, profiles of individual cases, and articles on remediation and prevention are all cited. The literature review concludes with a look at system intervention programs targeted at making schools safer. (Contains 110 references.) (Author) Reproductions supplied by EDRS are the best that can be made from the original document. School Violence: A Literature Review By Dr. E. Jean Newman Department of Behavioral Studies College of Education University of South Alabama Paper presented at the annual meeting of the Mid-South Educational Research Association, Point Clear, Alabama, November 17-19, 1999. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION "PERMISSION TO REPRODUCE THIS CENTER (ERIC) MATERIAL HAS BEEN GRANTED BY This document has been reproduced as received from the person or organization originating it. :5 **cFL.esmsPc-v\ Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position or policy. INFORMATION CENTER (ERIC)." * This review is presented as a work in progress, and represents only a sample of the work currently dedicated to this topic. Since this is an incomplete work, the author requests that you correspond with her prior to use of the work as a reference. Email: jenewman@usamail,usouthal.edu Phone: 334-380-2971 BEST COPY AVAILABLE sl 2 2 School Violence: A Literature Review From the Office of the President of the United States comes one of the National Educational Goals 2000: that we would have "safe, disciplined, and drug-free schools" offering an "environment conducive to learning" (Executive Office of the President, 1990). The U. S. Department of Education reported that 6300 students were expelled in the 1996-1997 school year for carrying firearms: 58% had handguns, 7% had rifles or shotguns, and 35% had other weapons, including bombs and grenades. Definition The National Cable Television Association defined violence as "any overt depiction of the use of physical forceor credible threat of physical forceintended to physically harm an animate being or group of beings." (Executive Summary, p. ix) If one eliminates the word "depiction", then the applied definition fits all the articles reviewed below. Statistically, the three main settings for expressing aggression in the United States are the streets, the home, and mass media (Goldstein & Conoley, 1998). Although school violence only involves one to ten percent of students, the nature of incidents has changed from words and fists to lethal weapons. In the four years from 1986 to 1990, 71 people were killed by guns in U. S. schools, 201 were seriously wounded, and 242 were held hostage at gunpoint (Center to Prevent Handgun Violence, 1990). Goldstein et al. (1995) speak of "downsizing deviance", wherein teachers and administrators see such high levels of violence that they no longer pay attention or discipline acts or behaviors which, when controlled, could avert violence. "Why?" There seem to exist more theories as to why school violence occurs than there are reported incidents of school violence. Following the Columbine shooting of April, 1999, 3 3 numerous theories abounded. An editorial article in the American Enterprise (July, 1999) centers on several recent shootings that targeted Christians. Over fifty specials and talk shows have featured comments, quotes, or interviews directly relating such children as Cassie Bernall (at Columbine) or a prayer group in West Paducah, Ky. (1997) as direct targets, because of their open expressions of faith. Many cite the acts as those of martyrdom, and report that thousands of youth across America are flocking to churches following such violent outbursts. On the other hand, such ideas are often rejected by other writers. Dority (1999) contends that neither targeted groups such as Christians, nor violent media or music, noraccess to the Internet, nor availability of weapons are critical points. She states that "all these simplistic solutions avoid confronting the much more difficult problems affecting children, like reducing poverty, improving child-rearing skills, and funding child-care services." (p. 9). A second area of concentration for "blame" is parent control or supervision. Although 23 states allow sanctions of parents whose children commit crimes, and 13 states make parents criminally responsible for failure to supervise delinquent children, and 5 states have laws which incarcerate or fine parents for neglect (Dority, 1999), most of these laws are either not enforced, or are struck down by higher courts. Some researchers and educators (Hart, 1997; Hyman & Perone, 1998) believe that there are practices and policies within the system which may contribute to school violence by arousing anger, resentment, and distrust for authority among students who may not otherwise be prone to violence. Such factors include: discipline procedures such as corporal punishment and excessive use of time-out or other social alienation; theuse of police or other law agencies to intervene with what some call "routine" or "minor" incidents; invasive strip searches; the use of undercover agents; and teacher use of sarcasm, name-calling, ridicule, or denigrating statements. 4 4 There are also several areas of developmental research related to violent or harmful behaviors. Since crimes in society are committed mainly by teenagers and young adults (Fonagey et al., 1997), developmental factors are believed to be part of the causal link. Several studies have proposed a relationship between level of psychological attachment (Bowlby, 1969, 1982) to several kinds of violence (Hare & Cox, 1987; Meloy, 1988a,b; Moffitt, 1993). The developmental nature of violence has also been traced back to developmental stages: infants and toddlers exposed to violence exhibit behaviors varying from avoiding contact with adults to clinging (Laor et al. 1995; Marans & Adelman, 1997); preschoolers exposed to violence express concern about their own bodies and often develop abnormally hostile behaviors (Marans, 1995); school-aged children seem to react in various ways, more closely related to the violence experienced; adolescents seem to act out their own sense of vulnerability by often putting themselves in high-risk situations (Appelbone, 1996; U. S. Department of Justice, 1995). Much of the explanation for aggression among adolescents is derived from psychoanalytic theory. Many believe that experiencing violence or any trauma will affect children in the development of psychosocial, mood, cognitive, and general personality areas (Pynoos, 1993; Garbarino, 1993; Wallach, 1994; Jenkins and Bell, 1997). Further, many support Erikson's contentions that children who experience fear or stress in the trust and autonomy stages will experience crisis in the adolescent stage, which includes identity establishment (Durant et al., 1994; Pynoos and Eth, 1985; Wallach, 1994). Specifically, children exposed to violence often display both aggressive behavior and deficit school performance. Jenkins and Bell (1997) contend that adolescents may display high-risk belligerent behaviors to address their own fears and vulnerability. For example, many youth who commit violent crimes with weapons 5 5 reported that they originally carried the weapon because of fear of victimization (Nehara et al., 1996). Gangs Youth gangs in the U. S. have existed since the industrial revolution, when migration to cities left them to survive by stealing and pillaging. Organized crime has recruited youth since its inception. The difference in the past three decades reflect an expanding agerange (ages 8 or 9 to over age 40), success in the drug and theft empires, and membership expansion to include millions of youth, in all classes and all areas (rural, urban, suburban). With lucrative trade and frightening weapons, gangs have defied authorities to stop them. The school is still the main area for gang recruitment, socialization, and control (McEvoy, 1991). The two remedies suggested often, therefore, are school-related: hiringmore teachers, to have smaller classes so the teachers can know the students, and person-centered curriculum where the teachers reach the students. Others have advocated dress codesor uniforms, staff training, and school safety plans. (Klein, 1995; Koduloy, 1998). McEvoy (1991) contends that our cultural materialism has deepened the stronghold