NCJ Number
222632
Journal
Journal of Contemporary Criminal Justice Volume: 24 Issue: 2 Dated: May 2008 Pages: 114-124
Date Published
May 2008
Length
11 pages
Annotation
This article examines the art of conducting school-based research.
Abstract
Findings suggest that that although there is a considerable body of knowledge with respect to correlates on school victimization, little is known about actual causes and consequences. Current programs and policies are informed largely by these correlates without knowledge of their being real causes, effects, or simply co-occurrences. A good deal of the lack of knowledge can be addressed through improvements in school-based research. The safety of American schools from the perspective gained over the past 20 years shows that school victimization rates have been, at worst, stable. The amount of victimization experienced at school relative to outside the school must be considered. Estimates demonstrate that although students spend 18 percent of their waking hours in school, they experience a disproportionate amount of victimization at school; 37 percent of violent crime and 81 percent of thefts occur on school property. The congregation of all students in the same place increases the opportunities for interaction and subsequent victimization. The most common forms of victimization are minor theft and bullying; yet policies most likely to be enacted are in response to highly publicized school shootings. Largely ignored are efforts to reduce theft and bullying. Implementing programs and policies appears to be the weakest link; the three strongest predictors of program quality and extensiveness of prevention activity were organizational support (training, supervision, principal support); program structure (manuals, implementation standards, quality control mechanism); and integration with normal school operations, local initiatives, local planning, and local information use. Recommendations for promoting better understanding of school victimizations are detailed. References