Suchergebnisse

School-based discipline can negatively shape the educational outcomes of students, particularly for racial and ethnic minorities. Because racial and ethnic minority youth are at risk for educational failure and marginalized within schools, academic and sport extracurricular activities are often presented as a means to ameliorate educational risk factors. Little is known, however, about the relationship between involvement in these activities and school-based discipline, particularly for racial and ethnic minority youth. This study uses data from the Education Longitudinal Study of 2002 and incorporates multilevel modeling techniques to examine whether the relationship between academic and sport extracurricular activities, misbehavior, and school-based discipline varies by race and ethnicity. This study suggests that while academic and sport extracurricular activities reduce the likelihood of school-based discipline for White students, the relationships for racial and ethnic minority are complex. The implications of the racial and ethnic disparity in school-based discipline in the United States are discussed.

The aim of the current study is to identify factors that buffer the link between family economic hardship and peer victimization. We examined whether family and neighborhood cohesiveness moderated the association between family economic hardship and children's peer victimization. Data were derived from the 2016 National Survey of Children's Health, and the total sample was 14,155 caregivers who responded to questions about children, aged 6 through 11 years old. Analyses included bivariate correlations and hierarchical multivariate regressions. Family economic hardship was positively associated with victimization while family cohesion and neighborhood cohesion were negatively correlated with victimization. The interaction between family economic hardship and neighborhood cohesion was significant. Implications for research, policy, and practice are discussed.

Of course, ensuring safe environments in the U.S. educational system is paramount. It is also evident, however, inequalities associated with immigration, race/ethnicity, and situational context can impede school safety pursuits. Although prior research has revealed a pattern between "downward" assimilation and increased experiences with student-level violence and disorder for the children of racial/ethnic immigrants (i.e., first- and second-generation), investigations about school-level rates of violence and disorder associated with the context of reception remain uncertain. Our study seeks to contribute to the research about immigration, racial/ethnic inequality, education, and violence by examining the associations between context, school violence, and crime, and the schooling of children of immigrants by drawing on a context of reception conceptual framework to address three research questions. First, is there an association between an increasing proportion of children of immigrants and school crimes (i.e., violence, property damage, and substance use)? Second, are there differences linked to the context of reception (i.e., urban, suburban, town, and rural) in the association between the increasing proportion of children of immigrants and school crime? Third, are there racial/ethnic differences in the association between the increasing proportion of children of immigrants and school crimes in distinct contexts? Findings indicate that the children of racial/ethnic minority immigrants have significantly distinct associations with rates of school violence and crime across all contexts; however, there are important and distinctive nuances that are presented and examined.

There are racial and ethnic disparities associated with school discipline practices and pushout rates. In addition, research suggests that urban schools have stricter school discipline practices and higher pushout rates. What remains unknown, however, is the relationship between racial and ethnic inequality, school discipline practices, and pushout rates across urban, rural, and suburban schools. Therefore, this study draws from the Texas Education Agency's (TEA) Public Education Information Management System (PEIMS) to address two questions about the relationship between racial and ethnic inequality, school punishment practices, and academic progress that remain unanswered by the previous literature. First, is the relationship between stringent or lenient discipline practices and pushout rates similar in urban, rural, and suburban school contexts? Second, is the relationship between stringent or lenient discipline practices in urban, rural, and suburban contexts associated with racial and ethnic differences in pushout rates? This study seeks to contribute to racial and ethnic educational inequality research by investigating if there is a relationship between school discipline practices and pushout rates and establishing if there are racial and ethnic differences in urban, rural, and suburban contexts. Findings indicate that there are significant racial and ethnic disparities in pushout rates across all school contexts, particularly for Black/African American and Latina/o American students. Findings indicate that both stringent and lenient school punishment practices have effects on pushout rates; however, there are important and distinctive nuances that are presented and examined.

Over the past twenty years, scholarly research on the disproportionate control, surveillance, and punishment of racial/ethnic minority students within U.S. public schools have indicated that these youth are subject to greater levels of violence and bullying. Many scholars have conceptualized the term "youth control complex." This term references the hyper-criminalization of racial and ethnic minority youth across the U.S., which leads to greater levels of over-policing, surveillance, and punishment in U.S. public schools with large populations of racial and ethnic minority students. Using the 2015–2016 School Survey on Crime and Safety (SSOCS) data, this study addresses two major research questions. First, do racially/ethnically segregated schools have higher rates of policing, surveillance, and punishment? Second, do policing, surveillance, and punishment within segregated schools moderate the rate of bullying? Our findings indicate that majority-Black and majority-Latina/o/x schools do in fact experience hyper-criminalization in U.S. public schools in comparison to majority-White schools. Yet, these increased crime control and punishment efforts in majority-Black and majority-Latina/o/x schools do not have a significant impact on the rate of bullying. Moreover, our findings highlight the educational inequities between majority-Black, majority-Latina/o/x, and majority-White schools.

The United States is undergoing a historical racial and ethnic demographic shift. There is limited criminological research exploring if and how these changes influence variation in the relationship between routine activity theory and adolescent violence. Although the link between routine activities and victimization has been tested and well established, criminologists have questioned if routine activities can explain adolescent violence across different social contexts. Prior research demonstrates that there are potential nuances in the theoretical connections between routine activities and victimization, particularly when considering race and ethnicity. This study builds on previous research by questioning if the elements of routine activities predict victimization across predominately urban, rural, and suburban schools. The implications of the relevance of school context in the relationships between routine activities and adolescent victimization will also be discussed more generally.

The present study tests a conceptual framework guided by the social disorganization theory, which examined whether neighborhood deterioration was correlated with perceived hopelessness, and coping strategies (i.e., defending behavior and a display of a tough demeanor). We also examined whether, within the context of social disadvantage, some coping strategies were correlated with aggressive behavior, which might be associated with peer victimization. The study sample consisted of 502 African American youths in low‐resource communities in Chicago's Southside. Results indicated that neighborhood deterioration was positively associated with hopelessness (B = .138, p = .006), tough demeanor (B = .137, p = .042), and peer victimization (B = .158, p = .011). Also, hopelessness was positively associated with peer victimization (B = .109, p = .025). Defending behavior was positively associated with physical aggression (B = .110, p = .009) and verbal aggression (B = .047, p = .019). Moreover, tough demeanor was also positively associated with physical aggression (B = .217, p < .001) and verbal aggression (B = .169, p < .001). Furthermore, verbal aggression was found to be positively associated with peer victimization (B = .766, p = .019). Overall, findings point to a more nuanced and complex relationship between neighborhood conditions and peer victimization among urban African American youth. An understanding of the coping strategies of urban adolescents in dealing with peer victimization encounters can shed light on the complexities of adolescent peer dynamics in urban areas.

This book offers a transnational and transdisciplinary investigation of violence, ranging from bullying and hate crimes to revolutions, genocide, and terrorism. It offers empirical investigations of these specific types of violence as well as theoretical discussions of the underlying similarities and differences among these forms of violence.