The Conceptualization of Violence-Prone School Subcontexts

Is the Sum of the Parts Greater than the Whole

Dados Bibliográficos

ID10856757
AutoresRon Avi Astor (0000-0003-0625-7061, University of Michigan, autor correspondente), Heather Ann Meyer (Wellesley College Center for Research on Women)
Ano2001
Volume36
Fascículo3
Páginas374-399
Data de publicação2001-05-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoUrban Education (JOURNAL)
Identificadores do periódicoISSN: 0042-0859 • E-ISSN: 1552-8340
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/0042085901363004
OpenAlexW2011080852
IdiomaEN
Citações recebidas16
Referências citadas49

This article raises concerns about how context is conceptualized and researched in many current school violence inquiries. For example, research has shown that specific school subcontexts (e.g., hallways, cafeterias, and bathrooms) tend to be violence prone. Yet students’ and teachers’ understanding of violence in these school subcontexts remains an underresearched topic. Current school violence research often has a singular focus on either subjective assessments of violence as a “problem” or on the frequency and severity of violent events in schools. This body of research does not offer in-depth conceptual explanations as to why certain school subcontexts are consistently more violence prone. In this article, we also raise concerns about the lack of a philosophical discussion surrounding the meaning of school violence to school professionals, students, and society

Conceptualization · Context (archaeology) · Criminology · Meaning (existential) · Pedagogy · Poison control · Psychotherapist · School violence · Bullying, Victimization, and Aggression · Education Discipline and Inequality · Medicine · Psychology · Social Psychology · Youth Development and Social Support