Key Factors in Campus Violence

下面为大家整理一篇优秀的paper代写范文- Key Factors in Campus Violence，供大家参考学习，这篇论文讨论了校园暴力。校园暴力是一个严重的问题，它可能会发生在刚入学的时候。在2005年美国大学健康协会发布的校园暴力白皮书中，所有的数据和事实都基于大量的被调查学生，表明这种情况确实存在于美国校园，并从各个方面影响着许多学生。事实上，各种各样的学生都可能成为校园暴力的受害者，比如内向和不太善于交际的学生，嗜酒成瘾的女孩等等。不可否认的是，学生是脆弱的，改变生活的暴力行为很容易扭曲他们的未来。

Campus violence is a serious problem which may happen even when people just enter school. In the Campus Violence White Paper issued by American College Health Association in 2005 (Carr, J.L., 2005), all the data and facts based on a huge amount of students enrolled in the investigation indicated this situation definitely existed in American campuses and affected many students from every aspect. It showed us that 479,000 crimes occurred on college students aged from 18 to 24 each year since 1995 and approximately 1,400 died annually just because injuries related to alcohol. Moreover, about 95 percent of attempted or completed rapes on students were neglected by the victims and only a small proportion of crimes have been reported to the police or law enforcement, which means the circumstances of campus violence maybe much worse than they have already been. Also according to the 2010 NUS (Nation Union of Students) survey mentioned on the Guardian, one in seven female students in Britain have encountered with campus violence and 35 percent of the actions are conducted by people they know well. With no doubt, it is a global concern that the severity of campus violence keeps at a high level and could not be avoided. In fact, all kinds of students could be the victims in the campus violence, such as introvert and less-sociable students, girls addicted to alcohols, et cetera. Fear of retaliation, sense of shame, ignorance and hesitation make some of them keep the secrets inside or silence about the actions, which could result in more acts of violence on them. On the other hand, disclosure and report could bring them humiliation, discrimination from other students and also more reprisal attacks. All the choices seem to be no good to students as the terrible behaviors have already been left on them. The negative influences physically and psychologically on the victims cannot be estimated or calculated and may last their entire life. There are too many examples that students start to lose themselves in drugs and alcohols after the violence in campus devastate them. Therefore, it cannot be denied that students are vulnerable and the life-changing violent actions could easily twist their future. 

Annotated Bibliography

Fisher, Bonnie S., Cullen, Francis T. and Turner, Michael G. The sexual victimization of college women: Findings from two national-level studies, National Institute of Justice and Bureau of Justice Statistics, 2000.

This study introduces the sexual victimization behaviors and the influential degree existing on college women. After completing the interviews to 4,446 college women and abstracting the information in the surveys, it summarizes how women students define previous sexual behaviors forced on them, the percentage of college women who had been sexual victimized before starting college and the percentage of incidents that intimate people harass them.

The authors believe the study overcomes the limitation of sample size, subjective opinions and types of violent actions using a telephone survey on the college or university students that are categorized by various factors to make sure the integrity and authenticity of the researches. Also the NCWSV screen questions used in the researches are comprehensive and detailed to help participants clearly and certainly understand whether their experiences are sexual victimization.

The in-depth work and well-estimated data does increase the credibility and persuasiveness of the sexual victimization study. The authors focus on the campus violence on college women only at the perspective of sexual related actions and cover as many details as they can. The concentration helps readers better understand the seriousness and get the full scope of this question.

Sameena M., & Heather H. Gendered Violence and the Ethics of Social Science Research. Violence Against Women, vol.17, no.12, 2011, pp. 1509-1520.

Based on Clark and Walker`s theories, Sameena and Heather analyze philosophically the violent actions on different genders and the ethical questions related to the behaviors. Who would be responsible for the violence and how the activities define in ethics are also research topics. Finally, the authors explain the righteousness and fairness of the researches from the ethical angles.

The violent actions have been regarded as philosophy questions. Unlike other studies about violence, there are no data and actual research objects in this paper. In their opinions, without discrimination and prejudice, women and children are still primary violent victimizations. This conclusion and thought are not the potential consciousness, but the results from analyzing and researching.

Not limited to college women, but the research objects do include them, which means in philosophy they are more vulnerable to be victims. The supplementary study helps the question to be acknowledged in another perspective.

Ladd, G. W., & Kochenderfer-Ladd, B. Identifying victims of peer aggression from early to middle childhood: Analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and characteristics of identified victims. Psychological Assessment, 14, 2002, pp. 74–96.

The authors conduct the researches on two groups of students at different grades. Except for the age, interviewee category is also the variable in this study. Those factors help researchers to find out grown-up students are more trustworthy than children before grade 2 and comprehensive to campus violence. 

The ages of investigated students are connected to the maturity and psychological state, which could affect their campus violent behaviors. Students at different stages mentally and physically view the violence and victimization quite diversely, which means age is also a considerable element in evaluating the violent actions.

Number and range of research objects build the value and meaning of this study. The authors use the combined researches to estimate who are vulnerable to be victims in the campus bullies at different ages that could be understood.

Mayhew, Matthew J., Caldwell, Rebecca J., & Goldman, Emily Grey. Defining Campus Violence: A Phenomenological Analysis of Community Stakeholder Perspectives. Journal of College Student Development. 52(3), 2011, pp. 253-269.

Three authors are responsible for their own researches respectively and then construct the study to thoroughly define the campus violence. They have interviewed all kinds of persons in the university community, including students, faculty members and other staffs related to the schools. So the comprehensive concept of campus violence is achieved to help them better understand and consider how to improve the situation.

According to the distinctive answers from people mentioned above, cognitive ability affects their own definition process, which makes the perception of campus violence varies for them. Previous experience, educational level and even personality are all inconclusive factors and the importance of campus violence differs with them.

This study collects broader range of data compared with others to enhance the credibility. As the surveys are based on people with different cognitive abilities, the definition of campus violence could really cover more aspects. 

Kerbs, John J., & Jolly, Jennifer M. The Joy of Violence: What about Violence is Fun in Middle-School? Am J Crim Just. 32 (2007): pp. 12–29

Through the conversations with 30 students from grade 6 to 8 in middle school, John and Jennifer discover the understanding of campus violence in young people. They categorize the students who were at the scenes of violent actions into victims, perpetrators and witnesses and then study their thoughts as they are part of the bullies. Personal feeling is the most vital factor in this research, which encourage the authors to focus on.

Why middle school students tease others and how they feel about the actions are root cause of campus violence. The theory that students enjoy and get fun of bullying others truly help people see the reasons and think how to prevent these things happening.

It can be learned from the psychological ideas that lack of cognitive ability misleads and confuses young students. However, the study could be more convincing if increasing the sample size, enlarging the research area and balancing the research characters.

Hypotheses

The first hypothesis of this study is that gender is the key factor in campus violence which indicate that women students are more vulnerable to be victims. It makes violent actions related to women students more serious both physically and mentally.

The second hypothesis of this study is that students at different grades have distinctive understanding of campus violence. Childish and less-educated students are easier to conduct violent activities on peer students.

The third hypothesis of this study is that cognitive ability affects students in recognizing whether their actions are right or not. They may not realize the consequences and influences on the victims. But the ignorant and fatuous actions could result in severe problems.

References:

Ladd, G. W., & Kochenderfer-Ladd, B. (2002). Identifying victims of peer aggression from early to middle childhood: Analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and characteristics of identified victims. Psychological Assessment, 14, 74–96.

Fisher, B. S., Cullen, F. T., & Turner, M. G. (2000). The sexual victimization of college women: Findings from two national-level studies.Washington, DC: National Institute of Justice and Bureau of Justice Statistics.

John J. K., & Jennifer M. J. (2007). The Joy of Violence: What about Violence is Fun

in Middle-School? Am J Crim Just. 32:12–29

Matthew J. M., Rebecca J. C., & Emily G. G. (2011). Defining Campus Violence: A Phenomenological Analysis of Community Stakeholder Perspectives. Journal of College Student Development. 52(3), 253-269.

Sameena M., & Heather H. (2011). Gendered Violence and the Ethics of Social Science Research. Violence Against Women 17(12), 1509-1520.

Carr, J.L. (2005). American College Health Association campus violence white paper. Baltimore, MD: American College Health Association.

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