Low-Level Violence: A Neglected Aspect of School Culture

Dupper, David R.; Meyer-Adams, Nancy

doi:10.1177/004208502128847397

Cited by 37 publications

(50 citation statements)

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“…Victims of bullying are often portrayed as loners (Adams, Cox, & Dunstan, 2004;Dupper & Meyer-Adams, 2002;Smith, Talamelli, Cowie, Naylor, & Chauhan, 2004). This was not found in this study.…”

Section: Friendship In Schooling Spacescontrasting

confidence: 56%

“…Studies by Ashley (2003), Reid, Monsen, and Rivers (2004), Askew (1989), and Dupper and Meyer-Adams (2002) demonstrate that teachers who convey that some people are respected less than others by sarcasm, shouting, threats, ridicule, and favoritism may be directly attributing to bullying. The reflections of the respondents show this and, in particular, Daniel felt that his PE teachers showed favoritism and that this reinforced homophobic bullying.…”

Section: Teachers In Classroom Spacesmentioning

confidence: 99%

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Invisible Difference in Space: The Role of Different Spaces in Homophobic Bullying in Schools

Roberts¹

2008

Journal of LGBT Youth

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Section: Friendship In Schooling Spacescontrasting

confidence: 56%

Section: Teachers In Classroom Spacesmentioning

confidence: 99%

Invisible Difference in Space: The Role of Different Spaces in Homophobic Bullying in Schools

Roberts¹

2008

Journal of LGBT Youth

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“…School climate measures such as student perception of the fairness of rules, teachers' respect for students, and the like are more predictive of serious offenses than minor misconduct. 29 Yet, a vicious cycle of school disorder and misconduct produces a culture of "low-level violence" 30 that represents a continuous threat to adolescents' sense of safety. In this sense, disorderliness is the secondary school's version of broken windows, 24 which serves to signal to students a lack of consistent adult concern and oversight that can leave them feeling unsafe.…”

Section: Discussionmentioning

confidence: 99%

Which "Broken Windows" Matter? School, Neighborhood, and Family Characteristics Associated With Youths' Feelings of Unsafety

Mijanovich

Weitzman²

2003

Journal of Urban Health: Bulletin of the New York Academy of Me

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“…The group dynamics required for and created by such behaviour contributes to the overall culture and climate of schools and social groups. Not surprisingly, schools with higher rates of exclusion are perceived as less safe (Astor et al, 2002;Dupper & Meyer-Adams, 2002). Faced with such statistics, schools struggle to find effective responses to social exclusion and to prevent its negative consequences in their hallways, cafeterias, gyms and classes.…”

Section: Social Exclusion: Definitions Of the Problemmentioning

confidence: 99%

Belonging to and exclusion from the peer group in schools: influences on adolescents' moral choices

Feigenberg

King

Barr

et al. 2008

Journal of Moral Education

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This paper reports on a mixed methods study of adolescents' responses to case material about social exclusion. First, a qualitative coding method is presented that describes the way adolescents choose and justify strategies to negotiate such situations. The responses were then analysed quantitatively using chi square tests and multinomial logistic regression. Findings indicate that adolescents' interpretation of their social context was a significant factor in their choice of strategy. Those adolescents who invoked normative rules and conventions as the most salient justifications were more likely to recommend bystanding rather than joining in the exclusion. However, adolescents who viewed the protagonist's own choice as an opportunity for making long-lasting positive changes in the social environment were more likely to recommend helping the victim. Gender and school context also were associated with adolescents' choice of strategy. Implications for research in moral development as well as practical implications for school-based programming are discussed.

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Low-Level Violence: A Neglected Aspect of School Culture

Cited by 37 publications

References 0 publications

Invisible Difference in Space: The Role of Different Spaces in Homophobic Bullying in Schools

Invisible Difference in Space: The Role of Different Spaces in Homophobic Bullying in Schools

Which "Broken Windows" Matter? School, Neighborhood, and Family Characteristics Associated With Youths' Feelings of Unsafety

Belonging to and exclusion from the peer group in schools: influences on adolescents' moral choices

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