Multiple perceptions of children's aggression: Differences across neighborhood, age, gender, and perceiver

Hudley, Cynthia; Wakefield, William D.; Britsch, Brenda; Cho, Su‐Je; Smith, Tara Spies; Demorat, Marlene

doi:10.1002/1520-6807(200101)38:1<43::aid-pits5>3.3.co;2-x

Cited by 7 publications

(10 citation statements)

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“…More importantly, as Hudley et al. () noted, for adolescents living in violent neighborhoods, perceptions of adolescent behaviors as less pathological are associated with understanding the behaviors within the context exhibited. That is, the concept of adaptive attitudes or behaviors as normative responses to a context will take the focus away from attempts to “fix” adolescents.…”

Section: Discussionmentioning

confidence: 99%

School‐ and community‐based associations to hypermasculine attitudes in African American adolescent males.

Cunningham¹,

Swanson²,

Hayes³

2013

American Journal of Orthopsychiatry

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This study examined the role of hypermasculinity as a form of reactive coping among urban African American adolescent males (ages 12-17) and assessed the extent to which hypermasculinity is influenced by youth appraisals of how adults in their school and community perceive them. Two research questions were addressed: (a) Do adolescent males who report negative community and school experiences use hypermasculine attitudes as a coping response? (b) Do the effects of perceived negative school and community experiences persist, if they are present at all? Participants in the study were 241 African American adolescent males who attended public schools in a large southeastern city. Associating youth-reported questionnaires on perceived teacher expectations and perceptions of community challenges from one wave of data on hypermasculine attitudes within the same year and 2 years later, the results indicate that hypermasculinity attitudes stem from negative perceptions in the community and school contexts. Also, hypermasculinity attitudes were associated with these negatively perceived experiences across time. When examined longitudinally, negative experiences in the community had a stronger relation to hypermasculinity than similar experiences at school.

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Section: Discussionmentioning

confidence: 99%

School‐ and community‐based associations to hypermasculine attitudes in African American adolescent males.

Cunningham¹,

Swanson²,

Hayes³

2013

American Journal of Orthopsychiatry

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“…Although previous research has indicated similar findings in other contexts (e.g., Garcia et al, 2014;Guerra et al, 2003), this study focuses on Indonesian teachers, and thus, provides valuable insights for teachers in Indonesia to become aware of and participate in countermeasures against aggressive practices. Hudley et al (2001) found that teachers from communities exposed to violence tended to regard students' aggressive behavior as less aggressive than teachers from communities who had little experience of violence. Therefore, teachers must recognize the effects of their previous exposure to violence on their perceptions in order to mitigate any aggressive behaviors toward students as responses to the students' behavior.…”

Section: Discussionmentioning

confidence: 99%

Teachers' aggressive behaviors: what is considered acceptable and why?

Suryaningrat

Siahaan

Riantoputra

2020

Heliyon

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Despite numerous criticisms of teachers' aggressive behaviors, there has been no consensus on which specific behaviors are considered unacceptable. Some legal regulations on this topic are perceived as unclear or are not enforced, which can lead to disputes between parents and teachers. This study investigated the acceptance of teachers' aggressive behaviors. The participants were 203 teachers and 293 parents of middle and high school students. The results are as follows: (1) parents and teachers tend to have similar perceptions of what constitutes physical aggressive behavior, (2) both groups perceive aggressive behavior as more acceptable when it is verbal compared to physical, and (3) ethnic culture and the level of a person's previous exposure to violence significantly influence the acceptance of teachers' aggressive behaviors. In addition to theoretical advancements, from a practical viewpoint, this study provides data that can serve as a basis for developing teacher training programs and reviewing school or government policies related to teacher violence.

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“…Dans ces études menées en population générale, les enseignants rapportent systématiquement plus de symptômes de TDAH chez les enfants que ne le font les parents. Dautre part, des chercheurs ont observé que les évaluations des difficultés comportementales des élèves faites par les enseignants pouvaient être tributaires de lenvironnement scolaire (Hudley, Wakefield, Britsch, Cho, Smith et DeMorat, 2001;Maas, 2000). Ainsi, Maas (2000) observe que les enseignants se basent davantage sur les caractéristiques relatives dun élève (cest-à-dire par rapport à celles des autres élèves de la classe) plutôt que sur ses caractéristiques absolues pour établir la présence de difficultés comportementales : les conduites inadéquates de lélève sont jugées dautant plus inadéquates par lenseignant quelles sécartent de façon importante de celles des autres élèves.…”

Section: Discussionunclassified

Les caractéristiques d'élèves en difficulté de comportement: placés en classe spéciale ou intégrés en classe ordinaire

Déry

Toupin²,

Pauzé³

et al. 2005

Canadian Journal of Education / Revue canadienne de l'éducation

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Multiple perceptions of children's aggression: Differences across neighborhood, age, gender, and perceiver

Cited by 7 publications

References 0 publications

School‐ and community‐based associations to hypermasculine attitudes in African American adolescent males.

School‐ and community‐based associations to hypermasculine attitudes in African American adolescent males.

Teachers' aggressive behaviors: what is considered acceptable and why?

Les caractéristiques d'élèves en difficulté de comportement: placés en classe spéciale ou intégrés en classe ordinaire

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