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The Conceptualization of Violence-Prone School Subcontexts

Is the Sum of the Parts Greater than the Whole?

University of Michigan, Ann Arbor, rastor{at}umich.edu

Heather Ann Meyer

Wellesley College Center for Research on Women

This article raises concerns about how context is conceptualized and researched in many current school violence inquiries. For example, research has shown that specific school subcontexts (e.g., hallways, cafeterias, and bathrooms) tend to be violence prone. Yet students’ and teachers’ understanding of violence in these school subcontexts remains an underresearched topic. Current school violence research often has a singular focus on either subjective assessments of violence as a "problem" or on the frequency and severity of violent events in schools. This body of research does not offer in-depth conceptual explanations as to why certain school subcontexts are consistently more violence prone. In this article, we also raise concerns about the lack of a philosophical discussion surrounding the meaning of school violence to school professionals, students, and society.

Urban Education, Vol. 36, No. 3, 374-399 (2001)
DOI: 10.1177/0042085901363004


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