Download or read book The Effects of School Related Gender Based Violence on Academic Performance written by Shahriar Kibriya and published by . This book was released on 2016-02-01 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Violence Exposures on Academic Achievement written by La Mancha Motley Berger and published by . This book was released on 2011 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: Public schools have experienced an increase in violence exposure and a decline in overall student academic achievement. The proposed school community social achievement model, based on the school safety and achievement model and the social development model, was used as the theoretical foundation for the study. The study involved examining the relationships between the independent variables, exposure to violence and perceptions of school safety; the intervening variables, school and family social bonds; and the dependent variable, academic achievement. A quantitative longitudinal survey design was employed and included archival data from the National Longitudinal Study of Adolescent Health Waves I and II. Multiple regression analyses were utilized to examine the effects of the exposure to violence and perceptions of school safety on achievement as well as both school and family social bonding; and the effects of school and family social bonding on academic achievement, while controlling for gender, ethnicity, and socioeconomic status. The findings indicated that exposure to violence was negatively related to school and family social bonds and academic achievement. Perceptions of school safety were positively related to school and family social bonds and academic achievement. The findings also indicated that school and family social bonds were positively related to academic achievement. Implications for social change are that school officials, teachers, and parents may be able to design intervention and prevention programs that will improve family and school social bonds, which may reduce the negative effects of exposure to violence and increase academic achievement.
Download or read book NGOs and Gender Based Violence Projects in Public Primary Schools in Ndhiwa Sub County written by Valerie Opiyo and published by GRIN Verlag. This book was released on 2020-09-01 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic Paper from the year 2019 in the subject Gender Studies, University of Nairobi (ODEL Campus), course: Project Planning and Management, language: English, abstract: The purpose of this study is to analyze the influence of NGOs initiatives on management of gender based violence projects in public primary schools in Ndhiwa Sub County (Kenya). The study is guided by specific objectives. To establish the extent to which Support Group influence management of gender based violence, to determine how dissemination of information through digital platform influence management of gender based violence. And to examine the level at which sports development influence management of gender based violence and to determine how external factors moderate relationship between NGOs initiative and management of gender based violence in public primary schools in Ndhiwa Sub County. The research is inclined to social learning and performance failure theories. The study adopted descriptive survey research design, collected and analyzed both qualitative and quantitative data. The study’s target population was 6000 respondents drawn from twenty public primary schools that have NGOs implementing gender based violence initiative projects. A sample size of 380 respondents was determined using Krejcie & Morgan table of 1970.The respondents were selected using proportionate allocation of the sample to all schools and systematic random sampling techniques. Data collection instruments comprised both self-administered questionnaire with a return rate of 95% and interview schedule for the NGO Project Managers and teachers at the schools. Pilot testing was conducted in Migori town to determine construct and content validity of the research instruments. The prevalent rate of gender violence in Kenya is a major concern. About 36 percent of women who have experienced gender violence, the first experience of violence occurred at age 15-19. Schools are no longer the safe spaces that were considered to be as most of the violence is meted on children while they are either in school or the journey to and from school. It is against this backdrop that many organizations have tailored their programs around school related gender based violence with the key intention of reducing the prevalent rate, encourage school retention and improved academic performance.
Download or read book School Violence in Context written by Rami Benbenishty and published by Oxford University Press. This book was released on 2005-02-10 with total page 247 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 the intersection 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.
Download or read book Impacts of Gender based Violence and Harassment on Graduate Student Academic Functioning written by Jennifer Wilkinson Underwood and published by . This book was released on 2019 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers and practitioners have increasingly focused on institutional responses to campus gender-based violence/harassment, yet they have paid far less attention to graduate student experiences than to undergraduate student experiences. Graduate students operate in a different context from undergraduates, and therefore specific knowledge of gender-based violence/harassment in the lives of graduate students is needed. The purpose of this exploratory, nonexperimental study was to better understand the prevalence of adult gender-based violence/harassment and adverse childhood experiences (ACEs) among graduate students, as well as to understand the relationship between those experiences and participants' mental health and academic functioning. The study's theoretical framework combined critical adult learning theories with cognitive perspectives on adult learning, including the neurobiology of trauma. Data used in the current study were originally collected as part of an institutional campus climate survey on gender-based violence; responses from n = 684 of the randomly selected participants were used in the current study's analyses. Participants commonly reported both adult gender-based violence/harassment experiences and ACEs. The results of two OLS regressions indicated that experiencing more types of adult gender-based violence/harassment or more types of ACEs was associated with higher levels of negative affect and lower levels of mindfulness. Among participants who experienced gender-based violence/harassment in graduate school, independent samples t-tests showed that individuals who reported at least occasional academic functioning difficulties had lower levels of mindfulness and higher levels of negative affect than those who did not experience difficulties. Overall, the findings suggest the need for trauma-informed policies and practices within graduate education and higher education in general.
Download or read book Gender Based Violence in University Communities written by Anitha, Sundari and published by Policy Press. This book was released on 2018-06-27 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: Until recently, higher education in the UK has largely failed to recognise gender-based violence (GBV) on campus, but following the UK government task force set up in 2015, universities are becoming more aware of the issue. And recent cases in the media about the sexualised abuse of power in institutions such as universities, Parliament and Hollywood highlight the prevalence and damaging impact of GBV. In this book, academics and practitioners provide the first in-depth overview of research and practice in GBV in universities. They set out the international context of ideologies, politics and institutional structures that underlie responses to GBV in elsewhere in Europe, in the US, and in Australia, and consider the implications of implementing related policy and practice. Presenting examples of innovative British approaches to engagement with the issue, the book also considers UK, EU and UN legislation to give an international perspective, making it of direct use to discussions of ‘what works’ in preventing GBV.
Download or read book Take Action written by Stephenie Foster and published by Bublish, Inc.. This book was released on 2021-10-18 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: A well sourced and important workbook/toolkit, Take Action: Fighting for Women & Girls covers the basics of activism and advocacy and gives the reader specific information about four issues related to girls, women, and gender equality: the power and importance of education, expanding economic opportunities, eliminating gender-based violence, and participating in politics and public life. This book will help would-be activists start their work and stay focused and goal-oriented.
Download or read book Making Meaning of Gender based Violence written by Traci Laine Scheepstra and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: School-related gender-based violence is a global epidemic that affects students at all levels of public and private education. The study outlined in this dissertation started from a need to understand the scope of sexual harassment and sexism in schools to support my daughter through her experience of gender-based violence. Situated in an elite, Canadian private school, in the heart of a large urban city in Southern Ontario, this five-month study examines how "smart" Grade 7 and 8 Oak Lane Academy students make meaning of gender-based violence. I articulate what it means to "become" elite, and how smart and elite subjectivity was not the same for all students in a place committed to gender equity. In theorizing the ethnographic experience through a feminist poststructural lens, I was able to question normative gender discourses and assumptions by observing student performances of masculinity and femininity, which revealed a deeper understanding of the cultural narratives and social practices of the school. I illustrate how "boys" received privileges that were not afforded to "girls," reinforcing patriarchal ideologies of entitlement, superiority, and hegemonic masculinity. I also address the hidden curriculum as a mechanism for maintaining dominant gender discourses, which enforced gender inequality and set the conditions for gender-based violence to exist and persist. In particular, I highlight symbolic violence as the seed of larger systemic violence. In the process of conducting classroom observations, interviews, and focus groups, I was able to look closely at what it means to be "a boy" and "a girl" at Oak Lane Academy, which perpetuated male privilege. Transitioning from subjectivity to relationality, I apply these meanings to demonstrate how students embodied and enacted masculinity and femininity, directly impacting how they navigated, negotiated, resisted, and redefined peer relationships and understood love. Lastly, I illustrate the implicit and explicit ways the Grade 7 and 8 students engaged in "play" through games and game-like behaviour inside and outside of the classroom. The implications of these findings offer new understandings of school policies and procedures, curriculum, pedagogy, and the curricular spaces in which students learn in order to more effectively address school-related gender-based violence.
Download or read book Preventing Bullying Through Science Policy and Practice written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2016-09-14 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.
Download or read book Out in the open written by UNESCO and published by UNESCO Publishing. This book was released on 2016-12-31 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: Aucune information saisie
Download or read book School Violence in Context written by Rami Benbenishty and published by Oxford University Press. This book was released on 2005-02-10 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 the intersection 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.
Download or read book Violence in Schools written by Florence Denmark and published by Springer Science & Business Media. This book was released on 2005-07-22 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: - Provide up-to-date knowledge about the nature of school violence, its etiology, epidemiology, and impact - Analyzes school violence through a multicultural and international perspective - The lead editor, Florence Denmark, is an internationally-recognized scholar and former APA president and a recipient of the 2004 Gold Medal Awards for Life Achievement from the American Psychological Foundation (APF)
Download or read book Research Anthology on School Shootings Peer Victimization and Solutions for Building Safer Educational Institutions written by Management Association, Information Resources and published by IGI Global. This book was released on 2020-09-10 with total page 824 pages. Available in PDF, EPUB and Kindle. Book excerpt: Though decades ago school shootings were rare events, today they are becoming normalized. Active shooter drills have become more commonplace as pressure is placed on schools and law enforcement to prevent the next attack. Yet others argue the traumatizing effects of such exercises on the students. Additionally, violence between students continues to remain problematic as bullying pervades children’s lives both at school and at home, leading to negative mental health impacts and, in extreme cases, suicide. Establishing safer school policies, promoting violence prevention programs, building healthier classroom environments, and providing better staff training are all vital for protecting students physically and mentally. The Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions examines the current sources of violence within educational systems, and it offers solutions on how to provide a safer space for both students and educators alike. Broken into four sections, the book examines the causes and impacts that peer victimization has on students and how this can lead to further violence and investigates strategies for detecting the warning signs. The book provides solutions that range from policies and programs that can be established to strategies for teaching nonviolence and promoting coexistence in the classroom. Highlighting a range of topics such as violence prevention, school climate, and bullying, this publication is an ideal reference source for school administrators, law enforcement, teachers, government and state officials, school boards, academicians, researchers, and upper-level students who are intent on stopping the persisting and unfortunate problem that is school violence.
Download or read book Preventing and Responding to Gender based Violence in Middle and Low income Countries written by Sarah Bott and published by World Bank Publications. This book was released on 2005 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt: Worldwide, patterns of violence against women differ markedly from violence against men. For example, women are more likely than men to be sexually assaulted or killed by someone they know. The United Nations has defined violence against women as "gender-based" violence, to acknowledge that such violence is rooted in gender inequality and is often tolerated and condoned by laws, institutions, and community norms. Violence against women is not only a profound violation of human rights, but also a costly impediment to a country's national development. While gender-based violence occurs in many forms throughout the life cycle, this review focuses on two of the most common types-physical intimate partner violence and sexual violence by any perpetrator. Unfortunately, the knowledge base about effective initiatives to prevent and respond to gender-based violence is relatively limited. Few approaches have been rigorously evaluated, even in high-income countries. And such evaluations involve numerous methodological challenges. Nonetheless, the authors review what is known about more and less effective-or at least promising-approaches to prevent and respond to gender-based violence. They present definitions, recent statistics, health consequences, costs, and risk factors of gender-based violence. The authors analyze good practice initiatives in the justice, health, and education sectors, as well as multisectoral approaches. For each of these sectors, they examine initiatives that have addressed laws and policies, institutional reforms, community mobilization, and individual behavior change strategies. Finally, the authors identify priorities for future research and action, including funding research on the health and socioeconomic costs of violence against women, encouraging science-based program evaluations, disseminating evaluation results across countries, promoting investment in effective prevention and treatment initiatives, and encouraging public-private partnerships.
Download or read book Creating a Sustainable Vision of Nonviolence in Schools and Society written by Singh, Swaranjit and published by IGI Global. This book was released on 2017-01-10 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: A nonviolent environment provides many benefits to its population. Although all industries can reap the rewards of nonviolence, its positive impacts can particularly be examined in applied disciplines like conflict resolution, child development, criminal justice, and social work. Creating a Sustainable Vision of Nonviolence in Schools and Society is a unique reference source that discusses the value that nonviolent spaces can add to educational institutions and societies. Featuring extensive coverage on relevant topics including conflict skills, intersectional dialogue, mentoring, co-existence, and police brutality, this is an outstanding resource of academic material for educators, academicians, graduate students, and researchers seeking to expand their knowledge on nonviolent methods and techniques for educational environments.
Download or read book School Safety and Violence Prevention written by Matthew J. Mayer and published by American Psychological Association (APA). This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This timely book presents a data-driven approach to preventing and responding to school violence. As school violence receives increasing attention across the nation, the application of scientific knowledge is critical. For maximum effectiveness, transdisciplinary teams should use school data, logic models, and theories of change to design, implement, and evaluate interventions. Collaboration among key stakeholders is also necessary to address both structural and systemic barriers to success with violence prevention. With concrete methods for promoting safety in primary and secondary educational settings, this book will engage and enable school faculty, counselors, administrators, and other partners to better understand areas of common interest and learn how to work together more effectively.
Download or read book The Impact of School Infrastructure on Learning written by Peter Barrett and published by World Bank Publications. This book was released on 2019-02-04 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)
