Teacher Victimization: Teachers experience a variety of criminal acts throughout the school year. These indignities range from rare offenses, such as rape and assault, to more frequent experiences of verbal abuse. In a typical month, teachers endure physical attacks, robberies, thefts of $1 or more, and swearing and obscene gestures. It is estimated that each month, 6,000 teachers have at least one robbery; 128,000 have had something stolen from them worth more than a dollar; 5,200 are physically attacked. Also, 48% of the teachers report that students swore at them and made obscene gestures, and 12% report that a student threatened to harm them. An equal percent (50/50) reported they hesitated to confront misbehaving students for fear of their own safety. MdDermott & Hindelang conducted a survey in the late 1970’s in 28 cities. According to them, about 8% of the 3.3 million victimizations reported in a 1 year period occurred in school, and about 8% of these were victimizations of teachers or school administrators. Most of these crimes involve theft (larceny w/o contact). Other crimes are experienced

Drugs in schools and on campus are a major factor in determining the amount of criminal activity which goes on. Beer and wine in schools is not so much of a factor as the amount of marijuana that can be found on campus. Heroin and cocaine are also huge in determining criminal activity. Although marijuana is an illegal substance just like heroin and cocaine, the latter 2 lead to more crime by means of stealing things and selling them for personal profit.

Community Influences: If some communities devote more resources to education or play a more active role in shaping their schools than do others, these community influences may also be important in determining school orderliness.

There are ways in which the schools can help the children, without punishments, and get them more involved and caring more about their environment. For example, for the most part, schools that let the students have a say-so in how the school is run have lower criminal rates. Students should be taught to solve their problems through logical reasoning instead of with fists. However, evidence shows that it is not such a good idea to give students too much authority in schools. For instance, being too friendly with the students allows them to think that they are “better” than some of the other students. Student governments are good ideas most of the time, but they should not have much influence on school regulations and policies.

To summarize, the typical student or teacher experience of personal victimization in schools is of a minor incident. Serious victimizations are rare. However, the frequency of minor victimizations and indignities, and public and student opinion about school disorder, imply that these kinds of victimizations are major social problems.

There are also several organizational characteristics which are significant in explaining disorderly conduct on campuses. These include (1) the characteristics of the environments where the schools themselves o

Some topics in this essay:
Climates Perceptions, Victimization Students, Victimization Teachers, MdDermott Hindelang, School Governance, Resources Larger, School Composition, Community Influences, , criminal activity, minority families, obscene gestures, moral values, heroin cocaine, school rules, psychosocial climates, community influences, typical student, families students,