The Effects of School-Related Gender-Based Violence on Academic Performance PDF Download

Author: Shahriar Kibriya
Publisher:
ISBN: 9781495171444
Category :
Languages : en
Pages :

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Author: UNESCO
Publisher: UNESCO Publishing
ISBN: 9231003062
Category : Bullying in schools
Languages : en
Pages : 74

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Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 030944070X
Category : Law
Languages : en
Pages : 362

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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.

Author: Rami Benbenishty
Publisher: Oxford University Press
ISBN: 0198035888
Category : Education
Languages : en
Pages : 247

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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.

Author: Andreas Hadjar
Publisher: Routledge
ISBN: 1317224078
Category : Education
Languages : en
Pages : 156

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Gender inequalities in education – in terms of systematic variations in access to educational institutions, in competencies, school marks, and educational certificates along the axis of gender – have tremendously changed over the course of the 20th century. Although this does not apply to all stages and areas of the educational career, it is particularly obvious looking at upper secondary education. Before the major boost of educational expansion in the 1960s, women’s participation in upper secondary general education, and their chances to successfully finish this educational pathway, have been lower than men’s. However, towards the end of the 20th century, women were outperforming men in many European countries and beyond. The international contributions to this book attempt to shed light on the mechanisms behind gender inequalities and the changes made to reduce this inequality. Topics explored by the contributors include gender in science education in the UK; women’s education in Luxembourg in the 19th and 20th century; the ‘gender gap’ debates and their rhetoric in the UK and Finland; sociological perspectives on the gender-equality discourse in Finland; changing gender differences in West Germany in the 20th century; the interplay of subjective well-being and educational attainment in Switzerland; and a psychological perspective on gender identities, gender-related perceptions, students’ motivation, intelligence, personality, and the interaction between student and teacher gender. This book was originally published as a special issue of Educational Research.

Author: Matthew J. Mayer
Publisher: American Psychological Association (APA)
ISBN: 9781433828942
Category : Education
Languages : en
Pages : 0

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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.

Author: UNESCO
Publisher: UNESCO Publishing
ISBN: 9231001507
Category : Bullying in schools
Languages : en
Pages : 142

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Aucune information saisie

Author: Stephenie Foster
Publisher: Bublish, Inc.
ISBN: 1647044774
Category : Social Science
Languages : en
Pages : 217

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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.

Author: Management Association, Information Resources
Publisher: IGI Global
ISBN: 1799853616
Category : Education
Languages : en
Pages : 824

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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.

Author: Lant Pritchett
Publisher: CGD Books
ISBN: 1933286776
Category : Education
Languages : en
Pages : 290

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Despite great progress around the world in getting more kids into schools, too many leave without even the most basic skills. In India’s rural Andhra Pradesh, for instance, only about one in twenty children in fifth grade can perform basic arithmetic. The problem is that schooling is not the same as learning. In The Rebirth of Education, Lant Pritchett uses two metaphors from nature to explain why. The first draws on Ori Brafman and Rod Beckstrom’s book about the difference between centralized and decentralized organizations, The Starfish and the Spider. Schools systems tend be centralized and suffer from the limitations inherent in top-down designs. The second metaphor is the concept of isomorphic mimicry. Pritchett argues that many developing countries superficially imitate systems that were successful in other nations— much as a nonpoisonous snake mimics the look of a poisonous one. Pritchett argues that the solution is to allow functional systems to evolve locally out of an environment pressured for success. Such an ecosystem needs to be open to variety and experimentation, locally operated, and flexibly financed. The only main cost is ceding control; the reward would be the rebirth of education suited for today’s world.