A study was undertaken to examine the culture of violent behaviour, with a focus on
socialisation provided by schools and educators. The role of teachers in addressing and
preventing student antisocial and violent behaviour in school was explored. Participant
observations and in-depth qualitative research interviews were conducted in United States
public schools from September, 2000 through August, 2001.
Analysis of recorded and transcribed data from initial interviews and observations
revealed five socio-educational factors that precluded student antisocial behaviour.
These factors included: teachers' theoretical/practical orientation; teachers' attributions
for success and failure; the quality of the teacher-student relationship; the importance of
home and community; and the level of support available to teachers.
Preliminary interviews with five teachers and in-depth interviews with nine AfricanAmerican
(Black) educators, from schools where violence was a serious problem were
then conducted. Analysis of these qualitative interviews revealed four categories of
educational dynamics that served to prevent violence, or moderate its severity: the
teacher's qualities; the classroom context; the school context; and parental involvement
and support. Within these four categories, nine specific factors were identified that served
to prevent violent behaviour. These included: personal teaching efficacy; a caring
teacher-student relationship; an academic activity orientation within the classroom; a
sense of community within the classroom; obvious classroom ownership by the teacher;
clear expectations that have been internalised by the students; support for teachers from
administration; a supportive rather than threatening stance taken by police assigned to
the school; and a high level of involvement by parents.
The present study concluded that in addition to the socialisation fostered by a supportive,
engaged classroom and school context, the teacher, acting with efficacy and caring, and
working with parents and community, can prevent violent and antisocial behaviour. The
study revealed patterns indicating that socio-educational measures are constructive means to respond to antisocial and violent behaviour. While sometimes justified as
responses to antisocial and violent behaviour, reactive measures (like corporal
punishment, student expulsion, and medication), may be less effective than socioeducational
measures in instilling prosocial behaviour. Guidelines for the prevention of
violent and antisocial behaviour are provided, with recommendations forfuture research. / Educational Studies / D. Ed. (Socio-Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/2449 |
| Date | 30 November 2001 |
| Creators | DiGiulio, Robert C.,1949- |
| Contributors | Dicker, Anne Mari, Prinsloo, Esme |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (vii, 196 leaves) : illustrations |
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