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Broken School Windows: Physical Disorder, Student Routines, and School Violence |
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Abstract:
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This study investigates the hierarchical relationships between a school’s physical context, students’ school routines, and school violence. This research study continues and extends previous studies by examining the role of a school’s physical disorder and students’ routine activity and lifestyle with their experience with detrimental outcomes related to school violence. At the school level, few studies investigate the relationship between physical characteristics of the school (i.e., disorder and security), and school violence. At the student level, limited studies examine the association between a student’s school routines (i.e., classroom related, club, sports participation, and misbehavior) and school violence. Data for this research is drawn from the Educational Longitudinal Study of 2002 (ELS:2002) and utilized the base year nationally represented stratified sample (N = 9,233). The following is an examination of the associations between school physical disorder/deterioration, security, classroom related, club, interscholastic sports, intramural sports, and misbehaving school routines with the likelihood of public school students experiencing school violence related outcomes. |
Most Common Document Word Stems:
school (99), student (44), physic (30), disord (29), routin (26), violenc (25), research (20), communiti (18), relat (17), activ (16), outcom (16), studi (14), experi (13), context (12), theori (12), broken (11), victim (11), investig (10), public (10), crime (10), detriment (10), |
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Association:
Name: AMERICAN SOCIETY OF CRIMINOLOGY
URL: http://www.asc41.com
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Citation:
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MLA Citation:
| Peguero, Anthony. "Broken School Windows: Physical Disorder, Student Routines, and School Violence" Paper presented at the annual meeting of the AMERICAN SOCIETY OF CRIMINOLOGY, Atlanta Marriott Marquis, Atlanta, Georgia, Nov 14, 2007 <Not Available>. 2008-10-08 <http://www.allacademic.com/meta/p201479_index.html> |
APA Citation:
| Peguero, A. A. , 2007-11-14 "Broken School Windows: Physical Disorder, Student Routines, and School Violence" Paper presented at the annual meeting of the AMERICAN SOCIETY OF CRIMINOLOGY, Atlanta Marriott Marquis, Atlanta, Georgia Online <PDF>. 2008-10-08 from http://www.allacademic.com/meta/p201479_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This study investigates the hierarchical relationships between a school’s physical context, students’ school routines, and school violence. This research study continues and extends previous studies by examining the role of a school’s physical disorder and students’ routine activity and lifestyle with their experience with detrimental outcomes related to school violence. At the school level, few studies investigate the relationship between physical characteristics of the school (i.e., disorder and security), and school violence. At the student level, limited studies examine the association between a student’s school routines (i.e., classroom related, club, sports participation, and misbehavior) and school violence. Data for this research is drawn from the Educational Longitudinal Study of 2002 (ELS:2002) and utilized the base year nationally represented stratified sample (N = 9,233). The following is an examination of the associations between school physical disorder/deterioration, security, classroom related, club, interscholastic sports, intramural sports, and misbehaving school routines with the likelihood of public school students experiencing school violence related outcomes. |
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| Document Type: |
PDF |
| Page count: |
5 |
| Word count: |
2071 |
| Text sample: |
| Running Head: Broken School Windows Broken School Windows: Physical Disorder Student Routines and School Violence Anthony A. Peguero Department of Sociology and Gerontology 367-D Upham Hall Miami University Oxford OH 45056 (513) 529-9648 pegueraa@muohio.edu Keywords: school violence student routines disorder victimization children What is the relationship between the school’s physical context and school violence? What is the relationship between students’ school routines and their likelihood to experience school violence related outcomes? This study will assess if the school’s physical |
| by the Research Triangle Institute (RTI) for the National Center for Education Statistics (NCES) of the United States Department of Education. ELS:2002 is “designed to monitor the transition of a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the world of work” (NCES 2004: 7). These data include information about the experiences and backgrounds of students parents and teachers and descriptions of the schools those students attended. |
Similar Titles:
The Differential Impact of Bullying and Victimization Experience on Fear of Crime Among Public School Students in Kentucky
Schools as Capable Guardians: A Routine Activities Approach to Explaining Student Victimization
Behavioural Contexts and Crime Causation. Beyond the Routine Activities Theory
Physical disorder, social disorder, fear, and collective efficacy: Exploring broken windows and related theories in schools
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