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• W1521752460 abstract "In contrast to disruptive and aggressive school behaviors, which have garnered extensive consideration in the literature, relatively infrequent but more harmful acts such as attacking students or teachers in academic settings with weapons have received little scientific study. This lack of empirical investigation is problematic, given that more serious forms of school violence are becoming a national problem. The gravity of school violence becomes particularly apparent when the rates of weapon carrying and use in both normative and inner-city adolescent school samples are examined. Cornell and Loper (1998) surveyed 10,909 seventh, ninth, and eleventh grade students in a Virginia suburban school district and, after an intensive data-screening process used to remove fabricated and inconsistent responses, found that 5.6% had carried a gun to school during the previous 30 days, 7.7% carried a knife for protection, and 9.9% carried some other weapon for protection. Overall, this conservative estimate from the screened sample revealed that approximately 13% of students had brought a weapon to school for protection in past 30 days. Sheley, McGee, and Wright's (1992) study of 10 inner-city high schools in five cities found that, of the males surveyed, 9% carried a gun in school at least now and then, 28% reported being threatened with a gun, and 17% were shot at with a gun. As public and media attention grows in response to a rise in school shootings and adolescents' other violent activity in school, social scientists must respond with serious efforts to understand the problem and intervene appropriately. However, the lack of research on teens who are violent at school leaves researchers at a disadvantage for explaining this phenomenon. Most recently, attempts to explain school violence have focused primarily on the risk factors associated with general violent activity (i.e., community violence) rather than on the predictors of school violence, specifically. Therefore, the primary goal for the current study was to identify the characteristics that distinguish those involved in school violence from those involved in community violence. An initial approach to developing a coherent theory of school violence might focus on identifying the extent to which risk factors for general violent behavior explain the display of violence in the school. To date there are a number of known characteristics of violent adolescents that have been consistently identified. These include an early onset of delinquency or violence (Moffit, Caspi, Dickson, Silva, & Stanton, 1996; Tolan, 1987; Tolan & Thomas, 1995); involvement in frequent, varied, and serious delinquent acts (Loeber, Farrington, & Waschbusch, 1998); social-cognitive deficits (Lochman & Dodge, 1994); poor family relations and a lack of parental discipline and monitoring (Gorman-Smith, Tolan, Loeber, & Henry, 1998; Gorman-Smith, Tolan, Zelli, & Huesmann, 1996); peer rejection during childhood (Parker & Asher, 1987); association with delinquent peers during adolescence (Thornberry 1998), and exposure to violence and other major stressors (JonsonReid, 1998). Individual Risk Of these predictors of general violence, prior violence and delinquent activity are among the strongest (Loeber et al., 1998). Considerable research has revealed that the most violent adolescents are often involved in a persistent pattern of frequent and serious offending that is not observed in other adolescents (Loeber et al., 1998). The use of excessive physical force at school, an institution in which attitudes supporting safety and nonviolence are normative, may reflect an extreme form of serious, chronic, and violent delinquency. If so, the occurrence of school violence could be accounted for by the concurrent presence of other deviant activity that markedly exceeds the minor involvement displayed by most adolescents. Although such a relation would be revealing, there are several shortcomings to attempting to understand the nature of school violence solely by considering individual risk factors such as other problem behaviors. …" @default.
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• W1521752460 date "2000-12-01" @default.
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• W1521752460 title "Urban Boys' Social Networks and School Violence." @default.
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