Victimization in Schools

1. Front Matter

   Pages i-xi

   PDF

2. The Problem of School Disorder

   • Gary D. Gottfredson, Denise C. Gottfredson

   Pages 1-13

3. Scope of the Research

   • Gary D. Gottfredson, Denise C. Gottfredson

   Pages 14-20

4. Overview of the Data, Plan, and Methods

   • Gary D. Gottfredson, Denise C. Gottfredson

   Pages 21-36

5. The Measurement of School Disorder

   • Gary D. Gottfredson, Denise C. Gottfredson

   Pages 37-60

6. The Community Context

   • Gary D. Gottfredson, Denise C. Gottfredson

   Pages 61-74

7. Demographic and Social Composition

   • Gary D. Gottfredson, Denise C. Gottfredson

   Pages 75-84

8. School Size, Staffing, and Resources

   • Gary D. Gottfredson, Denise C. Gottfredson

   Pages 85-87

9. School Climate and Administration

   • Gary D. Gottfredson, Denise C. Gottfredson

   Pages 88-117

10. School Security and Disruption

    • Gary D. Gottfredson, Denise C. Gottfredson

    Pages 118-121

11. School Contributions to School Disorder

    • Gary D. Gottfredson, Denise C. Gottfredson

    Pages 122-136

12. Alternative Models of School Disorder

    • Gary D. Gottfredson, Denise C. Gottfredson

    Pages 137-169

13. Advice for Policymakers

    • Gary D. Gottfredson, Denise C. Gottfredson

    Pages 170-180

14. Some Speculations and Extensions

    • Gary D. Gottfredson, Denise C. Gottfredson

    Pages 181-199

15. Back Matter

    Pages 201-250

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The perception that our nation's public schools are disorderly and unsafe is widespread, and the image of the public school is deteriorating. Since 1974, the Gallup organization has gathered opinions about the public schools. The percentage giving the schools an "A" rating declined from 18% to 6% between 1974 and 1983 (Gallup, 1974, 1984). In a recent survey of America's teenagers, only 9% gave the schools an "A" rating (Bahner, 1980, p. 106). Lack of discipline tops the list of the problems adults see facing schools, and class disturbances and theft are reported by teenagers to be "very big" or "fairly big" problems in their schools (Bahner, 1980, p. 107). These public perceptions are fostered by and reflected in national media attention ("City Schools in Crisis," 1977; "Help! Teacher Can't Teach!" 1980; "High Schools under Fire," 1977). Public concern is also reflected in Congressional hearings where testimony creates the image of grave disorder within our schools (U.s. Senate, Committee on the Judiciary, 1975, 1976b; U.s. House of Representatives, Subcommittee on Elementary, Secondary, and Vocational Education, 1980). The public has given the schools low marks, and the Senate Judiciary Committee (1975) gave the schools an" A" in violence and vandalism. In short, parents, students, and public officials are alarmed at what they see as a rising tide of violence and disorder in the schools and are concerned about how much learning can occur in a disruptive environ­ ment, and about the safety of teachers and students.

• Image
• Nation
• education
• organization
• violence
• vocational education

• Center for Social Organization of Schools, The Johns Hopkins University, Baltimore, USA

  Gary D. Gottfredson, Denise C. Gottfredson

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