FAQResearchAll Academic Inc.
Citation
Physical disorder, social disorder, fear, and collective efficacy: Exploring broken windows and related theories in schools
Abstract | Word Stems | Keywords | Association | Citation | Get this Document | Similar Titles
You can now view the document associated with this citation by clicking on the "View Document as HTML" link below. View Document as HTML: Click here to view the document
Abstract:
While worries about increased violence and disorder in U.S. schools seem to be based upon media hype and misperceptions as much as upon actual events, it is a fact that many students, parents, educators, policymakers, and researchers are concerned about school climate and the safety of students and teachers (Anderson 1998; Arum 2003; Edwards 2001). When a school environment is characterized by social disorder and/or physical risk, basic educational goals and processes are jeopardized and, in fact, are likely to become secondary concerns of students and educators. This paper builds upon theories and insights into social order and disorder that have come from studies of neighborhoods, as well as studies of school climate. With survey data from 33 public schools serving grades six through eight in a large mid-Atlantic city, quantitative models are estimated to shed light on the relationships (arguably causal, in many instances) among physical disorder (e.g., broken windows and poor building conditions), fear, collective efficacy, and social disorder. Our interest is in better understanding the conditions and/or social processes that may lead to high or low levels of perceived social disorder in schools.
Most Common Document Word Stems: disord (63), school (50), social (39), d (38), 5 (36), collect (30), student (28), fear (27), physic (27), efficaci (26), 4 (25), soc (23), model (21), structur (16), window (14), phys (14), broken (14), raudenbush (12), sampson (12), figur (12), crime (11),

Author's Keywords: education, school climate, social control, social disorder	Convention Convention is an application service for managing large or small academic conferences, annual meetings, and other types of events! Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Sociological Association URL: http://www.asanet.org
Citation: URL: http://www.allacademic.com/meta/p183891_index.html Direct Link: HTML Code:

Plank, Stephen. and Young, Hollie. "Physical disorder, social disorder, fear, and collective efficacy: Exploring broken windows and related theories in schools" Paper presented at the annual meeting of the American Sociological Association, TBA, New York, New York City, Aug 11, 2007 <Not Available>. 2008-10-09 <http://www.allacademic.com/meta/p183891_index.html>

Plank, S. B. and Young, H. A. , 2007-08-11 "Physical disorder, social disorder, fear, and collective efficacy: Exploring broken windows and related theories in schools" Paper presented at the annual meeting of the American Sociological Association, TBA, New York, New York City Online <PDF>. 2008-10-09 from http://www.allacademic.com/meta/p183891_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: While worries about increased violence and disorder in U.S. schools seem to be based upon media hype and misperceptions as much as upon actual events, it is a fact that many students, parents, educators, policymakers, and researchers are concerned about school climate and the safety of students and teachers (Anderson 1998; Arum 2003; Edwards 2001). When a school environment is characterized by social disorder and/or physical risk, basic educational goals and processes are jeopardized and, in fact, are likely to become secondary concerns of students and educators. This paper builds upon theories and insights into social order and disorder that have come from studies of neighborhoods, as well as studies of school climate. With survey data from 33 public schools serving grades six through eight in a large mid-Atlantic city, quantitative models are estimated to shed light on the relationships (arguably causal, in many instances) among physical disorder (e.g., broken windows and poor building conditions), fear, collective efficacy, and social disorder. Our interest is in better understanding the conditions and/or social processes that may lead to high or low levels of perceived social disorder in schools.

The Irony of Broken Windows: The Relationship Between Disorder, Focused Police Crackdowns and Fear of Crime

The Effect of Gender on Fear of Crime: An Analysis of the Vulnerability, Disorder, and Social Integration Models

I Want It, I See It, I Take It: Physical Disorder, Social Disorder, Collective Efficacy & Robberies

Broken School Windows: Physical Disorder, Student Routines, and School Violence