School Fights Research Articles

Does the salience of race mitigate gaps in disciplinary outcomes? Evidence from school fights

Racial gaps in the adjudication of student misconduct are well documented—relative to white students engaged in similar behaviors, students of color are more likely to be disciplined and the discipline they receive tends to be harsher. We show that racial disparities in the adjudication of fighting infractions depend on the racial composition of incidents. While significant disparities exist within schools, we find little if any within-incident disparities. Examining disparities across fights, we show that students of color are punished more severely, on average, as fights involving only students of color are punished more severely than fights involving only white students. Moreover, students of color in multi-race fights receive punishments that are statistically indistinguishable from those assigned to white students in fights involving only white students, suggesting that disparities arise from the differential adjudication of incidents by their racial composition rather than from the differential adjudication of students within the same incident.

Hate Speech Against Asian American Youth: Pre-Pandemic Trends and The Role of School Factors

Although hate speech against Asian American youth has intensified in recent years—fueled, in part, by anti-Asian rhetoric associated with the COVID-19 pandemic—the phenomenon remains largely understudied at scale and in relation to the role of schools prior to the pandemic. This study describes the prevalence of hate speech against Asian American adolescents in the US between 2015 and 2019 and investigates how school-related factors are associated with whether Asian American youth are victims of hate speech at school. Analyses are based on a sample of 938 Asian American adolescents (Mage = 14.8; 48% female) from the three most recently available waves (2015, 2017, and 2019) of the School Crime Supplement to the National Crime Victimization Survey. On average, approximately 7% of Asian Americans were targets of hate speech at school between 2015 and 2019, with rates remaining stable over time. Findings also indicate that students had lower odds of experiencing hate speech if they attended schools with a stronger authoritative school climate, which is characterized by strict, yet fair disciplinary rules coupled with high levels of support from adults. On the other hand, Asian American youth faced higher odds of experiencing hate speech if they were involved in school fights. Authoritative school climate and exposure to fights are malleable and can be shaped directly by broader school climate related policies, programs and interventions. Accordingly, efforts to promote stronger authoritative climates and reduce exposure to physical fights hold considerable potential in protecting Asian American youth from hate speech at school.

The Quality of Parent-Child Interaction and Its Impact on Juvenile Delinquency at Kartika X-2 Vocational School in South Jakarta, Indonesia

Background: Recent data in the Indonesian Child Protection Commission (KPAI) reported an increase in juvenile delinquency cases in Indonesia over recent years. Interviews conducted in Jakarta revealed that a significant portion of students admitted to behaviors such as being absent from class, sleeping during class time, and participating in school fights. Additionally, many students indicated that they do not seek advice or discuss issues that occur both in and out of school, with their parents when facing problems, while a smaller portion reported the opposite. Objective: The present study aims to determine the relationship between the quality of parent-child interactions in the family and the tendency for juvenile delinquency among students at Kartika X-2 Vocational School in South Jakarta. Methods: This study employed a quantitative, cross-sectional research design. The sample in this study consisted of 92 respondents from classes I and II at Kartika X-2 Vocational School in South Jakarta. The study participants were selected using a non-probability sampling technique with the quota sampling method. Results: The statistical tests using the Pearson's Product Moment test obtained a correlation value of 0.543 with a significant value of 0.000 < 0.05. This shows that there is a significant relationship between the correlation results of parent-child interactions in the family and the tendency for juvenile delinquency. Conclusion: There is a relationship between the quality of parents and children in the family and the tendency for juvenile delinquency among students. Nurses should develop more strategies for providing parental education, as parental control and supervision are crucial factors in raising children effectively.

Teacher as Mediator: How Teacher Interacts with Parents of the Victim and Agent in School Conflict

Abstract The focus of this article is to compare and contrast how teachers interact with parents about their children’s involvement in school conflicts. To showcase tricky social interactions of this kind, we choose conversation analysis as a contrastive analysis method and take a pair of telephone calls in which a teacher calls the respective parents of the agent and victim involved in a school fight. Data analyses show that the teacher minimizes incident severity and reasonably attributes responsibility in her call to the victim’s parent to prompt forgiveness, whereas attributes full responsibility and maximizes incident severity in her talk with the agent’s parent to press for apology. In their responses, both parents build up “good child” and “good parent” identities and seek for the teacher’s affiliation with their parenting. The mediation calls end when mutual alignment and affiliation are achieved.

SCHOOL FIGHT AS A PREDICTOR OF BULLYING IN ELEMENTARY SCHOOL

The problem of bullying at school does not lose its signifi cance. It is important to identify its causes already in the primary school. Relationships between children are formed during this period. The purpose of the study is to identify the causes of school fi ghts as a predictor of bullying in the classroom. Methods included conversation with the class teacher, observation, sociometry, color relationship test, unfi nished sentence method. The sample of the study was represented by rd grade primary school students at school No.  in Pskov (N=). The class is characterized by an increased tendency to fi ghts and bullying. Results. ) % of children show a positive attitude towards fi ghting. Of these, % are girls and % are boys. ) % of children are characterized by a positive attitude towards fi ghts and school, % show a negative attitude towards school with a positive attitude towards fi ghts. ) % of children show a negative attitude towards the teacher and a positive attitude towards fi ghts, % express a positive attitude towards both the teacher and fi ghts. Among those who like fi ghts there are the “star” of the class and  people out of  “preferred”. Two groups of children also positively related to fi ghts are formed around them. The fi rst group consists of girls, the second group includes boys. The reasons for fi ghts are verbal aggression (% is name-calling), phone and games (%), misunderstandings and differences of opinion between pupils (%) but there are also reasons such as unwillingness to share, arguments, the desire to protect a friend and fi ghts without causes. Bullying begins with fi ghts with the teacher’s observations. Thus, the factors provoking fi ghts and bullying are a positive attitude towards fi ghts among children with high sociometric status in the group, verbal aggression and misunderstanding between children, as well as unwillingness to share games on the phone.

Analysis of Self Control With Student's Learning Achievement at Smk Kemala Bhayangkari Delog Jakarta

The destination study this to analyze control self with performance study students at SMK Kemala Bhayangkari Delog Jakarta, of course, can make as a reference in making school policy _, especially at SMK Kemala Bhayangkari Delog. Many are found in school, especially high school, students often have common problems _ that occur in school fighting, enmity, cheating, each other ridicule, and declining grades _ as well as academic stress, change demands study from the past also caused appearance stress symptoms. The method of research used _ in a study is method descriptive qualitative. Obtained results that connection control self student with performance study each other get in touch. The facts found at SMK Kemala Bhayangkari Delog class XI, some students can't control themselves so which results in low-performance study students. Desire every indicated individual _ through the achievements he has made. Success for a student if capable show performance through results good study

Abstract- Poster

Background:Obsessive compulsive symptoms in schizophrenia are well recognized but less researched entity.We report case of 18 year male with excessive thoughts presenting with talking to self, withdrawn behavior, suspiciousness.Case Presentation:An 18 year male brought by mother complaining of excessive thoughts regarding game designing since 1 year. Gradually phone usage was limited to videos and having noticed by father who intervened, he was experiencing sadness of mood, withdrawn behaviour, talking to self, irritability and decreased appetite. 15 days later, episode of self-harming behavior. As days passed by, thoughts were out of control and past incidents of school fights occurred as flashes of images. Since 2 months, mentions of persons observing him and thoughts put into head by classmates (Thought Insertion) with intentions of causing harm (Persecutory Delusions). On Mental status examination, decreased psychomotor activity, speech with increased reaction time and decreased tone, volume, tempo, irritable mood, inappropriate affect with Grade 3 insight.Discussion & Conclusion:Gross et al. found that many patients with chronic course of OCD described basic symptoms as thought insertion and difficulties in discriminating intentional modalities as part of obsessive–compulsive symptomatology.This case highlights symptom progression from one spectrum to another and need for early recognition of Schizo-obsessive disorder to prevent schizophrenia in future.

The Mediating Effect of Self-control on the Relationship between Exposure to Violence and Fighting among Chinese Secondary School Students

ABSTRACT Fighting in school is a specific type of violence that has been understudied in China. A total of 2,918 students were recruited through a stratified sampling method from eleven secondary schools in China. The results showed that around 14% of respondents had been involved in school fighting, and self-control significantly mediated the relationship between exposure to family violence and involvement in school fighting for both male and female students. In addition, exposure to violence on the Internet had direct and indirect effects on school fighting among male students, but not female students. Exposure to violent content on television and in magazines or newspapers had no significant effect on school fighting among both male and female students. Finally, involvement in school fighting should be understood from both individual and social environmental perspectives.

The University of Texas's “Racial Geography Tour,” designed by Dr. Edmund Gordon

The University of Texas's “Racial Geography Tour,” designed by Dr. Edmund Gordon

Dreaming in crisis.

This article explores how socio-political crises that implicate teachers and students play out in dreams about the psychical and material realities of schooling. Teacher dreaming during crisis reveals the impossibility of the dream of education – a fantasy of control, protection, and transformation of students. The author analyzes her own teacher fantasies of protecting and transforming students during crisis as they are unfurled in her dreams to be just that, fantasies. The crises of violence and remoteness, as engendered by antisemitism, school fighting, and Covid-19, expose the fissures of this fantasy through the transferential time and ties of teaching. Ultimately, the conflicts that ensue from dreaming during crisis generate possibilities of learning through crisis.

The War on Public Education: Agonist Democracy and the Fight for Schools as Public Things

Agonistic critiques of democratic theory conceptualize democracy as a site of conflict and struggle; as the fight against privatization escalates, these critiques become more relevant for educational governance. Public education governance has, in addition, increasingly been the site of growing conflicts between federal, states and local levels, as populist and other types of dissent are now emerging in educational politics. These conflicts reached a new nexus with the nomination of Betsy DeVos as U.S. Secretary of Education. This nomination represents a vivid battle over public school as a “public thing,” a material object, space, institution or place of symbolic and embodied civic importance (Honig 2017). DeVos’ nomination stirred up, in popular imagination, the idea of public schools as “public things” of meaning and value for many citizens who participated in unprecedented ways to (unsuccessfully) block her appointment. It was with this threat to public education that the value of school as a “public thing” became crystalized among a diverse network of citizens. This political moment reveals 1) the nature of schools as public things, 2) the importance of agonist critiques of democracy, and public work, as a means for citizens to help safe-guard the future of schools as public things. I conclude by explaining the limits of agonism as a comprehensive approach to the democratic governance of schooling, advocating for its use as a critique and expansion of current models of public engagement with educational politics.

Hostility, Anger, and Dominance as Mediators of the Sibling Aggression‒School Fighting Relationship: Mechanisms of Violence Generalization.

Prior research indicates that siblings play a significant role in the formation of aggressive behavior inside and outside the home. The purpose of the current investigation was to identify the mechanism that links aggression toward siblings, referred to in this study as sibling aggression, with school-related violence and fighting, referred to in this study as school fighting. It was predicted that hostility, anger, and dominance would mediate the sibling aggression‒school fighting relationship. Three candidate intermediary variables (hostility, anger, and dominance) were tested as putative mediators of the sibling aggression‒school fighting relationship in a group of 713 middle-school students (339 boys, 374 girls). It was hypothesized that all three candidate intervening variables would mediate the relationship between sibling aggression and school fighting, with no significant differences in strength of effect between the three mediators. The research hypothesis was partially supported: hostility, but not anger or dominance, successfully mediated the sibling aggression‒school fighting relationship and there was no difference in strength of effect between the three candidate mediators. A practical implication of these results is that aggression prevention and treatment programs may be enhanced by targeting children who display aggressive relationships with siblings and other children in the home in an effort to change cognitive and behavior patterns before they generalize to the school setting and negatively impact the child's relationships with schoolmates and peers.

Substance Use and School Characteristics in Lesbian, Gay, Bisexual, and Heterosexual High School Students

Tobacco, alcohol, and illicit drug use among lesbian, gay, and bisexual (LGB) high school students as well as related environment and school-level risk and protective factors were examined. Data was acquired from the 2015 CDC's Youth Behavior Risk Survey for Kentucky (N = 2577). Prevalence of substance use was calculated for all high school respondents by reported sexual orientation. Multivariate analyses estimated the relationship between school and environmental-level factors (eg, having an adult to talk to) and tobacco, alcohol, and illicit drug use via logistic regressions. Sexual orientation, gender, age, and race/ethnicity were covariates. LGB students used tobacco, alcohol, and illicit drugs more frequently than their heterosexual counterparts. More LGB teens report facing school risk factors (eg, 37% LGB vs 20% heterosexual bullied at school, p ≤ .001; 17% LGB vs 5% heterosexual ever threatened or injured at school, p < .001; 13% LGB vs 7% heterosexual involved in a school fight, p = .001). Adjusting for school related risk factors, having an adult to talk to was associated with a reduced likelihood of daily smoking (adjusted odds ratio [aOR]: 0.43; 95% confidence interval [CI]: 0.26-0.73), past 30-day alcohol use (aOR: 0.71; 95% CI: 0.50-0.95), and ever marijuana use (aOR: 0.71; 95% CI: 0.50-1.00). Innovative strategies are needed to create safe, supportive school environments. These strategies are particularly needed in predominately rural states like Kentucky.

Heritage as hate: racism and sporting traditions

ABSTRACT This paper explains the symbols and rituals of sporting events and how symbols, ritually celebrated and performed through song as school spirit, normalise the incorporation of white supremacist ideologies into the everyday lives of a community. These racialised ideologies become normalised, taken for granted meaning without much critical reflection. This paper asks how racist anti-Black sentiment becomes normalised as heritage or tradition. Black American male football players sang this song to a predominantly white audience, the tensions of power, racism, and sport overlapped in ways that seemed to go unnoticed by many. This paper explores ritual and tradition as forms of institutionalised racism framed within the context of heritage and school tradition. I argue ritual symbols, and ritual practice teaching anti-Black and pro-White sentiment becomes learned and passed on through subtle and unmarked practices. School fight songs and sporting traditions are part of the ongoing interconnectedness of race and sport in American college life. If we are to see sport as part of a complicated and expansive practice of leisure, then we must also recognise that sport and leisure are always political. Sport is an integral component to normalisation of racism even when sport denotes fun and entertainment.

Review of Barbara Ferman's The fight for America's schools: Grassroots organizing in education

Review of Barbara Ferman's The fight for America's schools: Grassroots organizing in education

Effects of Abusive Parenting, Caretaker Arrests, and Deviant Behavior on Dating Violence Among Homeless Young Adults

Although dating violence is widespread among young adult homeless populations, its risk factors are poorly understood by scholars. To address this gap, this study uses a social learning theory to examine the effects of abusive parenting and caretaker arrests on dating violence among 172 homeless young adults. Results from path analyses revealed that child physical abuse and caretaker arrests were positively associated with engaging in a greater number of school fights, which, in turn, was strongly and positively correlated with participating in more deviant subsistence strategies (e.g., stealing) since being on the street. Young people who participated in a greater number of delinquent acts were more likely to report higher levels of dating violence. Study results highlight the extent of social learning within the lives of homeless young adults, which is evident prior to their leaving home and while they are on the street.

Wychowanie i niepodległość: idea polskiej szkoły w publicystyce społeczno-oświatowej Heleny Radlińskiej (1907-1918)

Helena Radlińska (1879-1954), historian and educator, in the years 1907-1918 was a known activist of independence camp, grouping, which led by Józef Piłsudski fought for independence of the country. In a climate of contemporary historical events, political disputes and conflicted visions of an independent country, Radlińska created and promoted the concept of Polish school. This project was bold, uncompromising and forward-looking. It referred to the tradition of the National Education Commission and the experience of the democratic schools, among others, in the United States and Switzerland. Above all, however, it takes into account the educational needs of Polish society, the time of partition, and a future independent country. The presented project evolved from a "school fighting" with virtual education solutions of invaders and with the educational programs of the conciliatory national environments, through the "social school" which was supposed to ensure education for all children, regardless of social, economic, religious differences, following the model of "school of free Poland", school centered on education of patriots and engaged citizens and implementing the program of depth knowledge about Poland. Project of the Polish school, which was built by Radlińska, groundbreaking and forward-looking, based on the inalienable values of democracy, occupies an important place in the history of Polish educational and pedagogical thought of the first two decades of the twentieth century.

Student, school, parent connectedness, andschool risk behaviors of adolescents inSaudiArabia.

Background and ObjectivesSchool-related risk behaviours, such as school absenteeism, and engaging in violence on school property are scarcely addressed in the Kingdom. The study investigated select school behaviours, including school absenteeism, engaging in fights, and discipline for misconduct at school as well as their association with the school environment, school and home connectedness.Design and settingA school-based cross-sectional study.Materials and methodsA total of 1668 students were selected from high schools in Riyadh on the basis of geographical location (North, South, Middle) and type of school. In each geographical area, the two largest public schools, one private school and one international school were selected. Classrooms with a free period were selected at random, and all of the students in select classrooms were eligible to participate in the study. The study employed a self-administered survey that inquired about school behaviours and student connectedness with their parents and school.ResultsNearly 54% of students skipped school or cut classes for at least 1 h, and out of those students who skipped school, 37% of students skipped school for 1–3 h and 20% of students skipped school for 3 or more hours during the month prior to the survey. Thirty-eight percent of students engaged in fights on school property at least once during the past or current academic year. In addition, 37% of students were disciplined for engaging in school fights, theft or damaging school property at least once.Absenteeism increased with grade, while engaging in school fights and discipline for misconduct decreased with grade. A significantly higher proportion of males exhibited these behaviors, and students who exhibited these behaviors reported significantly lower levels of school connectedness and parental monitoring. Regression analyses suggested that school-student connectedness reduced the odds for all three risk behaviors examined in this study. Parental monitoring reduced the odds for absenteeism, and school policies reduced student involvement in school fights.ConclusionThis study highlights the need to develop strategies to enhance the best practices in school settings to promote positive student behavior and school achievement. Schools and parents should be encouraged to work as a team and to recognize the importance of school connectedness in improving positive student behavior and outcomes.

Understanding Stress and Aggression Behaviors among Urban Youth

Background/Objective: Youth violence, including school bullying and fighting, has become a global public health problem. Stress has been identified as a factor related to aggression (i.e., bullying behaviors, fighting, and anger), of which inner-city youth are particularly vulnerable given their often disproportionately high stress living environments. Stress and aggression are of particular concern in urban physical education (PE) given the proliferation of competitive, sport-based curricula, “culture of basketball”, and the often-limited supervision that takes place. Using the Social Ecological Model, the purpose of this study was to examine the relationships between stress and aggression in inner-city elementary PE students. Methods: After parental consent, participants completed a questionnaire with validated scales measuring stress, aggression, and demographics. Participants included 138, 3rd-5th grade students (Mage = 9.77) from six inner-city schools in the Midwestern United States. Analysis/Results: After correlations were conducted to determine relationships, a series of multiple regression analyses were used to determine the predictors of aggression; controlling for gender, race, and age. Regression results revealed that fighting was significantly predicted by the independent variables with stress, anger, and bullying uniquely contributing (F (6,115) = 21.54, p < 0.01, adj. R2 = 0.51). Additionally, bullying was uniquely predicted by fighting and anger (F (6,115) = 35.01, p < 0.01, adj. R2 = 0.63). Conclusions: This study established a significant relationship between stress, anger, fighting and bullying behaviors in urban PE, possibly indicating a need for renewed focus on anti-aggressive approaches and positive stress response techniques. Specifically, mindfulness-based physical activities, such as Yoga, could enable educators to create more peaceful and less stressful climates, which might then lead to less bullying, fighting, and aggression, hence a more productive learning environment

Multi-type childhood maltreatment: associations with health risk behaviours and mental health problems in adolescence

Purpose– The purpose of this paper is to determine whether multi-type child maltreatment is associated with health-risk behaviours and mental ill-health in adolescence.Design/methodology/approach– In total, 406 15-16-year-old students from Maltese schools answered the “Child maltreatment physical and mental health” questionnaire (Nguyenet al., 2010). This assessed demographics, health risk behaviour, mental health and child maltreatment.Findings– Of the four categories of maltreatment measured (physical, sexual, emotional and neglect), 27.4 per cent of the young people experienced one type, 16.6 per cent two types, 11.1 per cent three and 6.5 per cent four. For health-risk behaviours, there were positive relationships between multi-type maltreatment and school fights (r=0.27,p&lt;0.01), breaking school rules (r=0.19,p&lt;0.01), illicit drug use (r=0.14,p&lt;0.05) and alcohol use (r=0.10,p&lt;0.05). As regards mental health, multi-type maltreatment was positively associated with depression (r=0.38,p&lt;0.01) and anxiety (r=0.23,p&lt;0.01), and negatively associated with self-esteem (r=−0.26,p&lt;0.01).Practical implications– Early recognition of multi-type maltreatment and its consequences enables providers of children's services to offer the required diverse range of services. Additionally, policy makers should ensure the adoption of multi-sectoral and collaborative inter-agency approaches so as to effectively and holistically manage child maltreatment, not only during the acute childhood phase but also during adolescence and adulthood, when consequences are expected to emerge.Originality/value– This study raises awareness about the prevalence of multi-type child maltreatment in Malta. It also highlights the negative association between cumulative exposure to multi-type child maltreatment and mental health outcomes and risky behaviours.