School Tracking and Student Violence

Bibliographic Data

ID9748845
AuthorsLissa Yogan (Valparaiso University, corresponding author), Lissa J Yogan (Valparaiso University)
Year2000
Volume567
Issue1
Pages108-122
Publication date2000-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe Annals of the American Academy of Political and Social Science (JOURNAL)
Journal identifiersISSN: 0002-7162 • E-ISSN: 1552-3349
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0002716200567001008
OpenAlexW4231703801
LanguageEN
Citations received3
References cited28

From the literature on symbolic interaction, we know that interaction between peers is important for self-development. We also know that strong bonding to schools and teachers protects against delinquency and violence. This peer interaction and social bonding must be placed in the context of societal change toward increased workplace participation by parents and the consequent increased parental role expected of schools. The result has been sharing the moral development of children with teachers; this highlights the importance of the parent-teacher relationship and its effect on the teacher as leader and guide. Moral development is also affected by school practices, not least tracking and mainstreaming. This article will explore how these changes affect peer group interaction and how schools can positively influence and channel such group formation

Affect (linguistics · Context (archaeology · Developmental psychology · Juvenile delinquency · Mainstreaming · Mathematics education · Pedagogy · Peer group · School violence · Special education · Tracking (education · Advanced Malware Detection Techniques · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Child Development and Digital Technology · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology

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