Violence in Urban Schools: School Professionals' Categorizations and Explanations of Violence among Students in Two Different Demographic Areas

Autor/inn/en	Lunneblad, Johannes; Johansson, Thomas; Odenbring, Ylva
Titel	Violence in Urban Schools: School Professionals' Categorizations and Explanations of Violence among Students in Two Different Demographic Areas
Quelle	In: International Studies in Sociology of Education, 28 (2019) 1, S.63-80 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lunneblad, Johannes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2018.1521298
Schlagwörter	Violence; Urban Schools; Secondary Schools; Socioeconomic Status; Disadvantaged Youth; Police; Middle Class; Parent Participation; Clinical Diagnosis; Behavior Problems; Foreign Countries; Intervention; Professional Personnel; Social Attitudes; Poverty; Neighborhoods; At Risk Students; Sweden + Suchen Sie Ihr Suchwort? Gewalt; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sekundarschule; Socio-economic status; Sozioökonomischer Status; Benachteiligter Jugendlicher; Mittelschicht; Elternmitwirkung; Ausland; Personalbestand; Social attidude; Soziale Einstellung; Armut; Neighbourhoods; Nachbarschaft; Schweden
Abstract	The present study explores how officials in Swedish secondary schools define and categorize situations in which students have been exposed to violence in the school. The study is designed as a case study of two secondary schools, situated in two demographically different urban neighbourhoods. The results indicate that different socio-economic conditions influence how professionals categorize and explain violence, but also what strategies are used to deal with different incidents. In the socially disadvantaged area, there is closer collaboration with the police, and filing police reports is more common. In the school located in a middle-class area, professionals handle similar situations by collaborating with parents and using diagnoses as the main explanation for students' problematic behaviour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01