Perceived Injustice and School Violence

Abstract

We examine the effect of perceived school fairness on one's likelihood of participating in school violence and how social support influences this relationship. General strain theory (GST) and procedural justice theory suggest that when students perceive unfairness in school rules or treatment from teachers, they will be more likely to participate in violence. GST proposes that the strength of these relationships may be reduced by social support. Data from the 2009 School Crime Supplement of the National Crime Victimization Survey show that students who perceive unfair treatment from teachers are more likely to bring a weapon to school and fight at school than are students who believe that their teachers are fair. Students who perceive that rules are unfair are more likely to bring a weapon to school than are students who believe rules are fair. Perceived support from adults at school reduces the impact of teacher/rule unfairness on school violence.

Trust and Discipline: Adolescents’ Institutional and Teacher Trust Predict Classroom Behavioral Engagement following Teacher Discipline

“…For example, adolescents who trust individual teachers to treat them fairly demonstrate greater behavioral cooperation-a measure that included students' level of concentration and work ethic in class-with those specific teachers (Gregory & Ripski, 2008;Gregory & Thompson, 2010). Moreover, schools in which adolescents report greater institutional trust are also marked by fewer student behavior problems (Gottfredson, Gottfredson, Payne, & Gottfredson, 2005;James, Bunch, & Clay-Warner, 2015;Yeager et al, 2017). This extant literature suggests that trust may promote more adaptive behavioral adjustment at school, and building trusting student-teacher relationships may be a critical step for preventing adolescent misconduct (Gregory & Korth, 2016;Okonofua, Paunesku, et al, 2016;.…”

Experiências estressantes, raiva, autocontrole e conduta antissocial na adolescência: estudo na perspectiva da Teoria Geral da Tensão

“…A expectativa, pelo referencial da TGT, era de que pontuações elevadas em Raiva, enquanto traço, principalmente, se relacionaria mais diretamente com a prática de delitos em geral e delitos violentos em particular (Lin et al, 2013;Wojciechowski, 2019), embora também seja plausível entender sua associação com outras condutas, como a do uso frequente de álcool, ainda na adolescência, pela TGT (James et al, 2015). Nesse ponto, é importante resgatar o fato de que, no presente estudo, não se focalizaram variáveis de fundo que, pelo Modelo Teórico, podem atuar como fatores que aumentam a probabilidade do coping ilegítimo (por exemplo: falta de supervisão e de apoio parental) e fatores que diminuem a probabilidade do coping ilegítimo (por exemplo: autoestima e apoio social) (Agnew, 2015;Hoffmann, 2018).…”

Socioeconomic Strain, Bullying Perpetration, and Negative Emotions: A Re-specification of GST

“…These items were reverse coded and combined into a single measure where higher scores represent greater parental warmth (alpha = .82). Adolescents who feel more connected to and supported by their parents engage in less school misconduct (James et al, 2015).…”

“…All four items were reverse coded and combined into a single measure where higher scores represent greater school attachment (alpha = .69). Students who have high levels of commitment to school engage in less misconduct (James et al, 2015; Stewart, 2003; Watts et al, 2019). Substance-using peers includes three combined items that measure a respondent’s peer’s substance use.…”