NCJ Number
244160
Editor(s)
Glenn W. Muschert,
Stuart Henry,
Nicole L. Bracy,
Anthony A. Peguero
Date Published
2014
Length
303 pages
Annotation
This book analyzes school violence as a social problem; and based on this analysis, it critiques current policy for addressing violence in schools and proposes new policies that stem from the social constructionist view of various forms of school violence.
Abstract
The first chapter defines the "Columbine effect," which is "the way that a series of events symbolized in a tragic massacre can become the exemplar for a set of policies that have both questionable effects on the problem and negative and far-ranging effects on those subjected to such policies." The chapters in parts 1 and 2 of the book argue that the current school anti-violence policies fail to prevent school violence and also transform schools from sites of education and positive social development into an environment dominated by mistrust, hyper-vigilance, fear, and symbolic aggression. The core of school anti-violence disciplinary policies consists of tough, zero-tolerance polices characteristic of law enforcement crime control. The works of authors from various disciplines are cited in developing an "interactive-cumulative" approach to understanding school violence. This perspective identifies "individual" causes such as mental illness, access to guns, peer associations, and family neglect/abuse. "Community" causes consist of unhealthy community-based influences that foster anger and alienation among youth within community institutions, including schools. The school as a community institution fails to promote positive social development because of poor student-faculty relationships and ineffective school administration that believes punishment is the appropriate response to every problem behavior. Given the complexity and multiple factors involved in violence that targets school students and faculty, policy responses must be comprehensive and integrated. The various policies proposed for addressing violence in the school environment are intended to promote a school context in which students are respected and guided by concepts rooted in restorative justice. 5 tables, 3 figures,