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The impact of exposure to school violence and the role of hope in low-income, urban youth
Descriptive
TitleInfo
Title
The impact of exposure to school violence and the role of hope in low-income, urban youth
Name
(type = personal)
NamePart
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Cedeno
NamePart
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Linda
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Linda Cedeno
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(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Elias
NamePart
(type = given)
Maurice
Affiliation
Advisory Committee
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Maurice J. Elias
Role
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(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Chu
NamePart
(type = given)
Brian
Affiliation
Advisory Committee
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Brian Chu
Role
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(authority = RULIB)
co-chair
Name
(type = personal)
NamePart
(type = family)
Kelly
NamePart
(type = given)
Shalonda
Affiliation
Advisory Committee
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Shalonda Kelly
Role
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(authority = RULIB)
co-chair
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School-New Brunswick
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school
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Text
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theses
OriginInfo
DateCreated
(qualifier = exact)
2007
DateOther
(qualifier = exact);
(type = degree)
2007
Language
LanguageTerm
(authority = ISO 639-3:2007);
(type = text)
English
PhysicalDescription
Form
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electronic
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application/pdf
InternetMediaType
text/xml
Extent
vii, 91 pages
Abstract
(type = abstract)
The purpose of the current study was to investigate the prevalence and impact of personal victimization and witnessing violence in the school setting in a sample of low-income, ethnic-minority children. In addition, hope was examined as a potential protective factor in buffing youth from the development of problem behaviors in the context of school-specific violence. It was hypothesized that exposure to school violence would be positively associated with externalizing symptoms. Additionally, it was hypothesized that hope would be positively related to indices of adjustment, and inversely related to problem behaviors. Finally, exploratory questions suggested by extant research were posed further investigating associations between exposure to school violence and adjustment. Additionally, the moderating effects of hope and gender on the linkages between exposure to school violence and psychological and behavioral functioning were examined. Data were derived from a longitudinal primary prevention research project evaluating the impact of a social and emotional learning curriculum. Participants were approximately 161 African-American and Latino fifth graders. Students completed self-reports of self-concept and hope. Teachers completed a teacher-rated survey assessing levels of problem behaviors, social skills, and academic competence for each student in their class. Results indicated that the majority of youth had been personally victimized and witnessed violence on one or more occasion during a three-month period. In addition, exposure to school violence was positively associated with problem behaviors, and negatively associated with social skills, self-concept, and academic competence, most notably for males. Moreover, hope provided a buffering effect on females' self-concept for those witnessing higher levels of school violence. Implications of both the prevalence and impact of exposure to school violence, as well as the limited moderating effects of hope found in the current study are discussed in relation to intervention efforts and strengthening future research sampling low-income, ethnic-minority youth.
Note
(type = degree)
M.S.
Subject
(authority = RUETD)
Topic
Psychology
Subject
(authority = ETD-LCSH)
Topic
Campus violence
Subject
(authority = ETD-LCSH)
Topic
School shootings
Subject
(authority = ETD-LCSH)
Topic
School vandalism
Subject
(authority = ETD-LCSH)
Topic
School violence
Subject
(authority = ETD-LCSH)
Topic
Urban youth
Subject
(authority = ETD-LCSH)
Topic
City children
RelatedItem
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TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier
(type = local)
rucore19991600001
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.13451
Identifier
ETD_197
Identifier
(type = doi)
doi:10.7282/T37S7P78
Location
PhysicalLocation
(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Genre
(authority = ExL-Esploro)
ETD graduate
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Rights
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The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
AssociatedEntity
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Name
Linda Cedeno
Role
Copyright holder
Affiliation
Rutgers University. Graduate School-New Brunswick
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Permission or license
Detail
Non-exclusive ETD license
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License
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical
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application/x-tar
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Statistical Profile