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dc.contributor.authorPeguero, Anthony A
dc.contributor.authorConnell, Nadine M
dc.contributor.authorHong, Jun Sung
dc.description.abstractThe U.S. Centers for Disease Control and Prevention has stressed that school violence is a top public health concern due to long-lasting detrimental effects on students’ physical health and emotional well-being. Schools are agents of socialization that directly influence student development, educational progress, and life-course trajectories (Gottfredson, 2001; Muschert, Henry, Bracy, & Peguero, 2013; Rios, 2011; Shedd, 2015). After one’s own family, school is often the first place a child learns society’s norms, values, and culture; students come to understand their roles and responsibilities in society as well as in civic orientations and engagement (Muschert et al., 2013; Rios, 2011; Shedd, 2015). John Dewey (1916) first called attention to the link between education and democracy and proposed that public schools could level the playing field between the advantaged and the less advantaged as well as serve as an apprenticeship for civic life. Since Dewey’s (1916) seminal work, and given the powerful socializing effect of schools, researchers have scrutinized the socialization processes that occur in schools, recognizing the long-lasting and far-reaching impact schools may have on society. Thus, violence and disorder within schools has received increased attention and scrutiny over the years.
dc.publisherSAGE Publications
dc.relation.ispartofjournalYouth Violence and Juvenile Justice
dc.titleIntroduction to the Special Issue “School Violence and Safety”
dc.typeJournal article
dc.type.descriptionC2 - Articles (Other)
dcterms.bibliographicCitationPeguero, AA; Connell, NM; Hong, JS, Introduction to the Special Issue “School Violence and Safety”, Youth Violence and Juvenile Justice, 2018, 16 (2), pp. 119-123
gro.hasfulltextNo Full Text
gro.griffith.authorConnell, Nadine M.

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