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School Violence in Context - Culture, Neighborhood, Family, School, and Gender (Hardcover, New)
Loot Price: R1,712
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School Violence in Context - Culture, Neighborhood, Family, School, and Gender (Hardcover, New)
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Drawing on one of the most comprehensive and representative studies
of school violence ever conducted, Benbenishty and Astor explore
and differentiate the many manifestations of victimization in
schools, providing a new model for understanding school violence in
context. The authors make striking use of the geopolitical climate
of the Middle East to model school violence in terms of its context
within as well as outside of the school site. This pioneering new
work is unique in that it uses empirical data to show which
variables and factors are similar across different cultures and
which variables appear unique to different cultures. This empirical
contrast of universal with culturally specific patterns is sorely
needed in the school violence literature. The authors' innovative
research maps the contours of verbal, social, physical, and sexual
victimization and weapons possession, as well as staff-initiated
violence against students, presenting some startling findings along
the way. When comparing schools in Israel with schools in
California, the authors demonstrate for the first time that for
most violent events the patterns of violent behaviors have the same
relationship for different age groups, genders, and nations.
Conversely, they highlight specific kinds of violence that are
strongly influenced by culture. They reveal, for example, how Arab
boys encounter much more boy-to-boy sexual harassment than their
Jewish peers, and that teacher-initiated victimization of students
constitutes a significant and often overlooked type of school
violence, especially among certain cultural groups. Crucially, the
authors expand the paradigm of understanding school violence to
encompass theintersection of cultural, ethnic, neighborhood, and
family characteristics with intra-school factors such as
teacher-student dynamics, anti-violence policies, student
participation, grade level, and religious and gender divisions. It
is only by understanding the multiple contexts of school violence,
they argue, that truly effective prevention programs,
interventions, research agendas, and policies can be implemented.
In an age of heightened concern over school security, this study
has enormous implications for school violence theory, research, and
policy throughout the world. The patterns that emerge from the
authors' analysis form a blueprint for the research agenda needed
to address new and exciting theoretical and practical questions
regarding the intersections of context and school victimization.
The unique perspective on school violence will undoubtedly strike a
chord with all readers, informing scholars and students across the
fields of social work, psychology, education, sociology, public
health, and peace/conflict studies. Its clearly written and
accessible style will appeal to teachers, principals, policy makers
and parents interested in the authors' practical discussion of
policy and intervention implications, making this an invaluable
tool for understanding, preventing, and handling violence in
schools throughout the world.
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