TY - JOUR
T1 - Urban students' perceptions of the school environment's influence on school violence
AU - Johnson, Sarah Lindstrom
AU - Burke, Jessica Griffin
AU - Gielen, Andrea Carlson
N1 - Funding Information:
Department of Pediatrics, Johns Hopkins School of Medicine, Baltimore, MD 21287; e-mail: [email protected]. Jessica Griffin Burke, PhD, is assistant professor, Department of Behavioral and Community Health Sciences, University of Pittsburgh Graduate School of Public Health, Pittsburgh. Andrea Carlson Gielen, ScD, is professor, Department of Health, Behavior and Society, Johns Hopkins School of Public Health, Baltimore. This work was supported by the Centers for Disease Control and Prevention (grant number 1R36CEO01374-01). An earlier version of this article was presented at a meeting of the American Public Health Association, November 2008, San Diego.
PY - 2012/4
Y1 - 2012/4
N2 - This article provides information about aspects of the school environment students perceive to influence the occurrence of school violence. Concept mapping, a mixed-methods methodology, was used with two groups of urban, primarily African American high school students (N = 27) to create conceptual frameworks of their understanding of the school social and physical environment's influence on school violence. Each group of students identified over 50 different ways they perceived that their school environment contributed to school violence. These ideas were categorized into six main topics: student behaviors, norms of behavior, relationships with school staff, learning environment, school safety, and neighborhood environment. Students' perceptions supported the current conceptualization of the role of the school environment in school violence. However, this study supplements the current literature by identifying school-level aspects of the social and physical environment that contribute to students perceptions of the safety of their school. At this level, differences were seen between the two school environments, indicating a need for intervention tailoring.
AB - This article provides information about aspects of the school environment students perceive to influence the occurrence of school violence. Concept mapping, a mixed-methods methodology, was used with two groups of urban, primarily African American high school students (N = 27) to create conceptual frameworks of their understanding of the school social and physical environment's influence on school violence. Each group of students identified over 50 different ways they perceived that their school environment contributed to school violence. These ideas were categorized into six main topics: student behaviors, norms of behavior, relationships with school staff, learning environment, school safety, and neighborhood environment. Students' perceptions supported the current conceptualization of the role of the school environment in school violence. However, this study supplements the current literature by identifying school-level aspects of the social and physical environment that contribute to students perceptions of the safety of their school. At this level, differences were seen between the two school environments, indicating a need for intervention tailoring.
KW - African American
KW - concept mapping
KW - high school
KW - school environment
KW - violence prevention
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U2 - 10.1093/cs/cds016
DO - 10.1093/cs/cds016
M3 - Article
C2 - 26726297
AN - SCOPUS:84866694062
SN - 1532-8759
VL - 34
SP - 92
EP - 102
JO - Children and Schools
JF - Children and Schools
IS - 2
ER -