Effects of Community, School, and Student Factors on School-Based Weapon Carrying

Watkins, Adam M.

doi:10.1177/1541204008320258

Cited by 19 publications

(38 citation statements)

References 72 publications

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“…Furthermore, the fear and victimization hypothesis suggests protective weapon-carrying may be one of the adaptive responses to past victimization, and evidence regarding this outcome is also mixed. Both Wilcox, May, and Roberts (2006) and Watkins (2008) found that previous victimization was positively related to student weaponcarrying, though recent work by Cao, Zhang, and He (2008) found that neither past victimization nor fear of attack was significantly related to student weapon-carrying. Ultimately, the fear and victimization hypothesis has yet to be consistently supported across studies.…”

Section: Theoretical Framework and Previous Researchmentioning

confidence: 97%

“…These recent studies suggest that measures of perceived disorder and victimization are simultaneously related to student fear (Melde & Esbensen 2009), student weapon-carrying (Watkins, 2008), and school avoidance behaviors (Randa & Wilcox, 2010). Furthermore, the latter-mentioned effects of disorder and victimization on school protective and avoidance behaviors were evident even after accounting for the potential mediating effects of fear (Randa & Wilcox, 2010;Watkins, 2008). In other words, both victimization and school disorder were important in understanding student adaptive behavior, but their effects were not fully explained by fear.…”

Section: Theoretical Framework and Previous Researchmentioning

confidence: 99%

“…Yet, several studies have examined the effects of previous victimization on fear alone, and other studies have examined the direct effect of victimization on student ''protective behavior,'' namely, weapon-carrying. The empirical evidence is unclear regarding these relationships relevant to the ''fear and victimization'' hypothesis (Alvarez & Bachman, 1997;Cao, Zhang, & He, 2008;May, 2001;Watkins, 2008;Wilcox, May, & Roberts, 2006). On one hand, several studies have found previous victimization to be an important correlate of student fear (Alvarez & Bachman, 1997;Swartz, Reyns, Henson, & Wilcox, 2011;Tillyer, Fisher, & Wilcox, 2011;Wilcox et al, 2006).…”

Section: Theoretical Framework and Previous Researchmentioning

confidence: 99%

“…Collectively, these bodies of work form a reliable foundation for each of the focal theories at hand, though support for each theory is mixed. In particular, recent work suggests that neither of these approaches is sufficient in the sense that fear does not fully explain the relations between either school disorder or previous school victimization and student avoidance/protective behavior (Randa & Wilcox, 2010;Watkins, 2008). As an extension of this recent work, it may be useful to examine alternative, more ''interactional'' specifications of the theoretical processes behind student avoidance.…”

Section: The Present Studymentioning

confidence: 99%

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Avoidance at School

Randa

Wilcox

2011

Youth Violence and Juvenile Justice

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Using data collected in 2007 from a national sample of nearly 3,500 students this study explores the utility of a more integrated approach to understanding student avoidance behavior. More specifically, the interactive influences of school disorder/incivilities and previous experiences with school-based victimization are assessed in estimating student avoidance behavior, via school fear. Results show that several of these interactions were significant in estimating student avoidance behavior. Such findings imply promise for an integrated, interactional approach to theoretical understanding of student fear-related avoidance.

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Section: Theoretical Framework and Previous Researchmentioning

confidence: 97%

Section: Theoretical Framework and Previous Researchmentioning

confidence: 99%

Section: Theoretical Framework and Previous Researchmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

See 2 more Smart Citations

Avoidance at School

Randa

Wilcox

2011

Youth Violence and Juvenile Justice

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“…Pour Wilcox, May et Roberts (2006), ainsi que pour Watkins (2008), ni la victimisation antérieure ni la crainte d'être la cible d'attaques ne seraient significativement associées au fait d'apporter une arme à l'école. Webster, Gainer et Champion (1993) semblent plutôt indiquer que le port d'un pistolet chez les jeunes ferait partie d'un large ensemble de comportements agressifs liés à la délinquance et ne constituerait pas une stratégie pour se défendre contre la victimisation à l'école.…”

Section: Possession D'objets Potentiellement Dangereux à L'école Et Vunclassified

Objets potentiellement dangereux et victimisation par les pairs à l’école secondaire

Clouston

Beaumont

Frénette

et al. 2017

crimino

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Cette étude consiste à déterminer la proportion des adolescents qui disent apporter des objets potentiellement dangereux à l’école et à décrire la nature de ces objets (ex. couteaux). De plus, elle vise à vérifier l’influence de la victimisation par les pairs sur le fait d’apporter des objets potentiellement dangereux à l’école en tenant compte de variables sociodémographiques. L’échantillon est composé de 27 709 élèves de la première à la cinquième secondaire en provenance de 52 écoles publiques du Québec. Les participants ont rempli le Questionnaire sur la sécurité et la violence à l’école révisé (QSVE-R) visant à dresser le portrait de la violence dans les établissements scolaires du Québec. Les résultats indiquent qu’au total, 5,1 % des élèves, davantage de garçons (8,2 %) que de filles (2,1 %), disent avoir déjà apporté un objet potentiellement dangereux à l’école. Cette proportion augmente selon l’âge, et le couteau est l’objet le plus mentionné par les répondants. Les résultats indiquent l’influence du sexe, de l’âge (variables contrôles) et de la victimisation de type direct (insultes-menaces et agressions physiques) sur le fait d’apporter un objet pouvant servir d’arme à l’école. Les conclusions soulèvent l’importance d’aider ces jeunes victimes à développer de meilleures stratégies afin de mieux gérer cette situation pénible, et proposent des pistes de réflexion pour orienter les interventions visant à créer des milieux scolaires sécurisants pour tous.This study looks at the proportion of adolescents reported to have brought a potentially dangerous object to school and identifies what sort of objects were involved (e.g., a knife). It also examines the links between peer victimization and bringing a potentially dangerous object to school, controlling for sociodemographic variables. Questionnaires were administered to a sample of 27,709 students in secondary one to five at 52 different public high schools in the Province of Quebec. Participants completed a survey (QSVE-R) devised to provide a picture of the phenomenon of school violence. The results show that 5.1 % of students, 8.2 % of whom were boys and 2.1 % girls, were reported to have brought a potentially dangerous object to school. This proportion increases with age and a knife is the object most likely to be brought. The findings confirm the influence of control variables and direct victimization (insults, threats, and physical attacks) on the likelihood of bringing a potentially dangerous object that can be used as a weapon to school. The research findings point to the importance of helping young victims develop better strategies to manage painful situations and suggests pathways to consider in order to direct interventions toward creating a secure school environment.Este estudio consiste en determinar la proporción de adolescentes que dicen llevar objetos potencialmente peligrosos al colegio, y en describir la naturaleza de dichos objetos (ej. cuchillos). Además, se busca verificar la influencia de la victimización por los pares, sobre el hecho ...

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The Predictive Influence of Family and Neighborhood Assets on Fighting and Weapon Carrying from Mid- to Late Adolescence

et al. 2013

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Using a developmental, social-ecological approach to understand the etiology of health risk behavior and inform primary prevention efforts, we assess the predictive effects of family and neighborhood social processes on youth physical fighting and weapon carrying. Specifically, we focus on relationships among youth and their parents, family communication, and parental monitoring, as well as sense of community and neighborhood informal social control, support, concerns, and disorder. This study advances knowledge through its investigation of family and neighborhood structural factors and social processes together, employment of longitudinal models that estimate effects over adolescent development, and use of self-report and observational measures. Data from 1,093 youth/parent pairs were analyzed from the Youth Assets Study using a Generalized Estimating Equation (GEE) approach; family and neighborhood assets and risks were analyzed as time-varying and lagged. Similar family assets affected physical fighting and weapon carrying, whereas different neighborhood social processes influenced the two forms of youth violence. Study findings have implications for the primary prevention of youth violence, including the use of family-based approaches that build relationships and parental monitoring skills, and community-level change approaches that promote informal social control and reduce neighborhood concerns about safety.

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Effects of Community, School, and Student Factors on School-Based Weapon Carrying

Cited by 19 publications

References 72 publications

Avoidance at School

Avoidance at School

Objets potentiellement dangereux et victimisation par les pairs à l’école secondaire

The Predictive Influence of Family and Neighborhood Assets on Fighting and Weapon Carrying from Mid- to Late Adolescence

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