skip navigation

PUBLICATIONS

Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.

 

NCJ Number: 169068 Find in a Library
Title: School Violence and Cultural Sensitivity (From School Violence Intervention: A Practical Handbook, P 391-425, 1997, Arnold P. Goldstein and Jane Close Conoley, eds. - See NCJ-169051)
Author(s): G Cartledge; C T Johnson
Date Published: 1997
Page Count: 35
Sponsoring Agency: Guilford Publications, Inc.
New York, NY 10012
Sale Source: Guilford Publications, Inc.
Marketing Manager
72 Spring Street
New York, NY 10012
United States of America
Type: Report (Technical Assistance)
Language: English
Country: United States of America
Annotation: This analysis of cultural influences on behavior and their implications for violence prevention in schools emphasizes that all children and youth, regardless of race or ethnicity, have more commonalities than differences, but culture does influence the way they behave and are perceived.
Abstract: Subcultural groups are also affected differentially by conditions such as segregated communities, poverty, and recent immigrant status that further alter lifestyles and resulting social behaviors. For some children, schools are agents of control and containment rather than valuing and empowering settings. Schools that give little attention to positive interventions that promote social development increase tensions and feelings of alienation and can lead to more disruptive, violent behavior. Violence prevention in schools should include social skill training as an explicit part of the curriculum throughout the 12 years of formal schooling. Students should be helped to learn prosocial ways of being, ways to manage conflict, and ways to cooperate with others and contribute to the common good. Discussion of cultural patterns in the four largest minority cultural groups, examples of specific interventions, and 122 references
Main Term(s): Juvenile delinquency prevention
Index Term(s): Crime in schools; Cultural influences; Juvenile delinquency factors; Minorities; School delinquency programs; School discipline; School security; Violence causes; Violence prevention
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=169068

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.