Rather than enjoying a good PDF next a cup of coffee in the afternoon, otherwise they juggled past some harmful virus inside their computer. fear of crime interpreting victimization risk is comprehensible in our digital library an online right of entry to it is set as public appropriately you can download it instantly. Our digital library saves in multipart countries, allowing you to acquire the most less latency epoch to download any of our books subsequent to this one. Merely said, the fear of crime interpreting victimization risk is universally compatible later any devices to read.

Fear of crime : interpreting victimization risk

In the wake of violence and unrest in communities around the United States, it is critical for scholars and practitioners to examine and continue to address the factors that might instigate race-ba...

Closing the School Discipline Gap: Equitable Remedies for Excessive Exclusion.

Nancy Abelmann’s book, The Intimate University, reveals stories of Korean American students at the University of IllinoisUrbana/Champaign, where she has been teaching for many years. She indicates that the American public image of Korean and other Asian Americans is that of model minorities whose racial characteristics do not have a negative effect on their academic achievements and socioeconomic mobility. But she shows that Korean American students, the largest ethnic group at the university, are socially segregated, which dogs the liberal promise of the university emphasizing the ideology of multiculturalism. The author points out that at the time she started the book project, a journalist contacted her to complete an article about Korean students’ ‘‘self-segregation’’ for Time magazine. However, in her view, racism and racial stereotypes are the main sources of Korean students’ social segregation at the university. She is not afraid to point out that the university administration is not concerned about Korean students’ social segregation, which contradicts the ideal of a multicultural education. Thus the main objective of the book is to show that Korean students at the University of Illinois cannot leave the their ethnic ‘‘comfort zone’’ due to racism and racial stereotypes. In addition, Ablemann also shows exceptions to stereotypical images of Asian Americans, associated with the model minority thesis, as ‘‘hardworking and successful,’’ and seeking ‘‘instrumental striving and materialism.’’ Through the voices of several students and some of their parents, she makes clear that both Korean students and their parents also stress the importance of a liberal education. As an anthropologist, Abelmann used ethnographic research as the major research technique for this book. She talked to the student informants about ‘‘how they managed their lives and studies in college; how they envisioned life after college; and when it mattered to them . . . how their families figured in their college lives’’ (p. 4). She took the intergenerational approach, analyzing stories of not only students, but also some of their parents. She took the transnational approach by looking at the parent generation’s history and educational aspirations back in Korea. Although she interviewed over fifty students for this book, each chapter focuses on each of several members of the Han extended family and a few other Korean students. By devoting four of the seven chapters to members of the Han family, including two children, their parents, their cousin and uncle, the author has made the book an intergenerational family study. While three chapters (Chapters Four through Six) respectively focus on each of the male members of the Han family, the last chapter introduces narratives of two immigrant women from the Han extended family to capture women’s concerns and gender issues. The author’s intergenerational and transnational approaches and her focus on family, class and gender bordering South Korea and the United States reflect her ongoing research interest in these topics, reflected in her previous publications. Abelmann is partly successful in dispelling stereotypes of Korean and other Asian Americans associated with the model minority image. Several studies have documented that Korean and other Asian immigrant parents emphasize their children’s achievement and success in school and push their children to choose science, law, medicine and business related to high-paying and high-status careers. These studies and journalistic stereotypes tend to give the general image that Asian immigrant parents and to a less extent Asian American students only emphasize the instrumental value of college education, failing to recognize the value of liberal studies. But this book shows that many Korean students and their parents do

Schools Under Surveillance: Cultures of Control in Public Education

Victimization at school has been shown to affect a student’s perceptions of school climate, specifically in regard to how safe they feel at school and how fair they perceive their schools to be. The current study investigated the potentially protective role of supportive teachers and peers in reducing the negative influence of victimization on student perceptions of safety and equity with a diverse and predominantly low SES sample of 310 ninth-grade students across eight schools in the greater New York City area. Participants completed the Maryland Safe and Supportive Schools (MDS3) Survey to assess social support and perceived safety and equity at school and a measure of victimization adapted from the Survey on School Crime and Safety (SOSCS). Results indicated that social support from teachers and peers was an important protective resource and that when both sources of support were high, youth reported that their schools were safer and more equitable. There was evidence of a buffering effect; when social support from teachers and peers was high, there was no relationship between victimization and perceptions of safety. Teacher support was also protective when social support from peers was low. Results highlight the importance of positive and supportive relationships in promoting perceptions of school climate. Further, results suggest that social support can be especially protective for youth experiencing victimization.

Relationships Matter: The Protective Role of Teacher and Peer Support in Understanding School Climate for Victimized Youth

Homophobic victimization is a pervasive problem in U.S. schools that leads to negative outcomes for students. Those who experience homophobic victimization are at greater risk for avoiding particular spaces in school because they feel unsafe or afraid. Visible school security measures (e.g., security guards, metal detectors, and cameras) offer spatial guardianship that may reduce students’ place-specific avoidance behaviors. To test this moderating effect of school security, we analyzed data from six panels of the School Crime Supplement to the National Crime Victimization Survey (N = 41,229). Logistic regression models were used to examine the moderating effect of three types of school security measures on the association between homophobic victimization and avoidance of six specific locations in school and overall fear of victimization at school. Results suggest that visible security measures did not meaningfully moderate the association between homophobic victimization and school avoidance.

/pdf/examining-school-security-measures-as-moderators-of-the-3wnj7gy7on.pdf

Examining School Security Measures as Moderators of the Association between Homophobic Victimization and School Avoidance.

Important aspects of the school context include the presence of physical security measures, especially those that focus on the monitoring and control of students such as security guards and securit...

Kim Nguyen

Papers

School security measures, school environment, and avoidance behaviors