They're just, like, there”
A constructivist grounded theory study of student experiences with school resource officers
Dados Bibliográficos
| ID | 11044014 |
|---|---|
| Autores | Danielle Layton (0000-0002-1007-2580, University of Southern Maine Portland USA, autor correspondente), Paula Gerstenblatt (0000-0001-9436-7505, School of Social Work University of Southern Maine Portland Maine USA) |
| Ano | 2022 |
| Volume | 50 |
| Fascículo | 8 |
| Páginas | 3470-3486 |
| Data de publicação | 2022-09-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Community Psychology (JOURNAL) |
| Identificadores do periódico | ISSN: 0090-4392 • E-ISSN: 1520-6629 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jcop.22847 |
| PMID | 35358344 |
| OpenAlex | W4220864589 |
| Idioma | EN |
| Referências citadas | 32 |
School‐based policing has become common practice, but there is limited qualitative research examining what meanings students make of police presence in their schools. This study sought to understand how students construct narratives of police presence in their schools based on their experiences with school resource officers (SROs). Drawing on constructivist grounded theory methodology with a sample of 17 students, this study found that students are continuously integrating multiple conflicting narratives about SROs: students experience SROs as an established yet ambiguous presence, which produces mixed feelings of reassurance, wariness, and intimidation. Students manage the conflicts between these narratives by positioning school‐based police as a fixed structure with pitfalls and positives but no alternatives. Additionally, students experience SROs as being available to them in relational capacities. The primary recommendations from this study are for schools and communities to (1) reconsider the appropriateness of SRO programs with student perspectives at the center of dialogue, and (2) invest in non‐law enforcement school‐based professionals who students experience as available and relational
Constructivist grounded theory · Constructivist teaching methods · Grounded theory · Management · Mathematics education · Pedagogy · Qualitative research · Resource (disambiguation) · Resource dependence theory · Social science · Sociology · Teaching method · Bullying, Victimization, and Aggression · Computer Science · Education Discipline and Inequality · Psychology · Teacher Education and Leadership Studies
Police in the Hallways
Homeroom Security
Police Officers in Schools
Race, Poverty, and Exclusionary School Security
Punished
Exclusionary Discipline Policies, School-Police Partnerships, Surveillance Technologies and Disproportionality
The New American School
Maximum Security
Officer friendly
Understanding and assessing school police officers
School resource officers and the criminalization of student behavior
Schools Under Surveillance
Neoliberal common sense and race-neutral discourses
Theory Construction in Qualitative Research
Predicting Perceptions of Fear at School and Going to and From School for African American and White Students
Student Perceptions of High-Security School Environments
School Discipline and Security
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |