Intimate violence among underrepresented groups on a college campus

Rape, sexual violence, psychological violence, and physical violence, among college students have been a concern. Lifetime events are often studied but not violence that specifically transpires while one is in college. Underrepresented groups such as Deaf and Hard of Hearing students, students who are gay, lesbian, and bisexual, and students who are members of racial and ethnic minorities have not been studied as extensively as White, heterosexual females. The authors used several measures to investigate the incidence of sexual violence, physical and psychological abuse among underrepresented groups in a random sample of 1,028 college students at a private, northeastern, technological campus in upstate New York, United States and analyzed victimization rates by gender, race/ethnicity, auditory status, and sexual orientation. Binary logistic regression analyses found that statistically significant differences are likely to exist between members of underrepresented groups and groups in the majority. The study found statistically significant associations between Deaf and Hard of Hearing students and students who were gay, lesbian, bisexual, or other sexual orientation with psychological abuse and physical abuse. Racial and ethnic minorities and gay, lesbian, bisexual, and other sexual orientation students were significantly more at risk for sexual abuse. Gay, lesbian, bisexual, and other sexual orientation students, students who were members of a racial or ethnic minority, and female students were significantly more likely to be raped. Female heterosexual students were more likely to be the victim of an attempted rape. Suggestions for further research and policy implications are provided.     

Students’ Feelings of Safety,Exposure to Violence and Victimization,and Authoritative School Climate

Although many students feel unsafe at school, few malleable factors have been identified to increase students’ feelings of safety. Drawing on criminological behavior control theories, this study posits authoritative school climate as one such factor. With data from two nationally representative datasets, this study uses path analysis to examine the relationship between authoritative school climate and feelings of safety, as well as the extent to which this relation is explained by exposure to violence and victimization. Across both datasets, a more authoritative school climate was associated with increased feelings of safety at school. Both models also indicated that this relationship was explained in part by reduced exposure to violence and victimization, although the strength of this indirect effect varied across models. These findings suggest that strengthening students’ relationships with adults and increasing the fairness and consistency of rules in the school may both reduce exposure to violence and victimization and help students feel safer at school.     

Deviant lifestyles and violent victimization at school

This study examines how the lifestyles of juveniles influence violent victimization at school. Using data from the National Survey of Adolescents, this study demonstrates that both indirect victimization, through witnessing violence, and sexual and physical assaults of students are pervasive problems at schools. Although a number of individual and structural characteristics predict the risk of becoming a victim at school, the most consistent predictor of violent victimization is the juvenile's own deviant lifestyle. Those who participate in a deviant lifestyle substantially increase their odds of all three forms of victimization. Therefore, even within the relatively controlled setting of schools, juveniles who participate in deviant lifestyles are at a high risk for victimization.     

Youth violence at school and the intersection of gender, race, and ethnicity

Purpose

Research has revealed that school-based activities are related to youth violence at school; however, the intersection of gender, race, and ethnicity in this relationship remains uncertain.

Methods

This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel modeling techniques to examine the intersectionality of gender, race, and ethnicity in the relationship between school-based activities and youth victimization at school.

Results

Racial and ethnic minority male involvement in school sports is linked to an increase in school-based victimization, while White American male involvement in school sports is associated with a decrease in school-based victimization. On the other hand, school sports appears to be an insulating factor against victimization for girls regardless of their race or ethnicity.

Conclusions

This research underscores the importance of understanding the intersection of gender, race, and ethnicity when examining youth violence.     

AN EXPLORATORY STUDY OF THE VIOLENT VICTIMIZATION OF WOMEN: RACE/ETHNICITY AND SITUATIONAL CONTEXT*

Although much has been learned in recent years about the victimization experiences of women, there remains a considerable knowledge gap with respect to the victimization of women of different racial and ethnic backgrounds. In order to confront this issue, we use the large number of cases available in the National Crime Victimization Survey (1992–2000) to examine the risk and protective factors associated with violent victimization among non‐Hispanic white, non‐Hispanic black, Hispanic, Asian/Pacific Islander, and Native American women. We then describe in more detail the violent incidents against these women, looking for distinguishing patterns across groups. Our results are useful for fine‐tuning theories of victimization to explain variance in violence for females across racial and ethnic subgroups.     

Measuring sex differences in violence victimization and perpetration within date and same-sex peer relationships

This study examines sex differences in the patterns of repeated perpetration and victimization of physical violence and psychological aggression within dating relationships and same-sex peer relationships. Data were obtained from the Youth Violence Survey: Linkages among Different Forms of Violence, conducted in 2004, and administered to all public school students enrolled in grades 7, 9, 11 and 12 (N = 4,131) in a high-risk school district. Analyses of adolescents who dated in the past year (n = 2,888) show that girls are significantly more likely than boys to report physical violence and psychological aggression perpetration within dating relationships. However, boys are significantly more likely than girls to report physically injuring a date. Boys are also significantly more likely than girls to report physical violence victimization and perpetration within same-sex peer relationships. Implications and directions for future research are discussed.     

Students’ Feeling of Safety in School: Does Frequency of Victimization Matter?

One consistent finding in the area of school violence is that students that have been victimized at school are more likely to feel unsafe. This finding is based primarily on analysis of dichotomous measures of victimization. Little attention has been given to the effect of repeated victimization experiences on the feeling of safety. We used a nationally representative sample of 2199 Israeli Jewish and Arab students to explore this issue with reference to multiple experiences with the same type of victimization as well as experiences with different types of school violence. Our study confirms that being a victim of school violence decreases the feeling of safety, but suggests that a single experience may be more significant for this relationship than multiple victimizations.     

The relationship between violence in the family of origin and dating violence among college students

Prior research has established that violence in dating relationships is a serious social problem among adolescents and young adults. Exposure to violence during childhood has been linked to dating violence victimization and perpetration. Also known as the intergenerational transmission of violence, the link between violence during childhood and dating violence has traditionally focused on physical violence. This research examines the relationship between experiencing and perpetrating dating violence and exposure to violence in the family of origin. Specifically, the current research examines gender differences in the relationship between exposure to violence during childhood and physical and psychological abuse perpetration and victimization. Data were collected from a sample of approximately 2,500 college students at two southeastern universities. Findings indicate that childhood exposure to violence is a consistent predictor of involvement in relationships characterized by violence for males and females. The implications of the current research on policy are discussed.     

Violence and Sexual Coercion in High School Students' Dating Relationships

A review of the dating violence literature reveals a limited number of studies with high school students and few studies that investigate the contextual issues of violence, such as meaning, motivation, and consequences. The present study sought to investigate the extent of dating violence victimization in a New Zealand sample of senior high school students (aged 16 to 18 years) and the perceived reasons for the violence, emotional effects, disclosure of the violence, and relationship consequences. A questionnaire that contained both open-ended and forced-choice items pertaining to experiences of violence and its consequences was developed using material gathered from focus group discussions with high school students. Findings showed gender similarity in the extent of violence and a number of significant gender differences in the aftermath of violence, particularly in the area of sexual coercion. These findings are discussed in the context of future research and prevention of dating violence.     

Green Criminology and the Reconceptualization of School Violence: Comparing Green School Violence and Traditional Forms of School Violence for School Children

School crime and violence continue to be important topics of criminological inquiry. Forms of violence that have received much attention from criminologists include school gun violence, assaults, and bullying. What appears missing from criminological studies are analyses of different forms of violent victimization imposed on school children related to environmental injustice, pollution, and exposure to toxins. In this article, we argue for the interpretation of these harms as violent victimizations. To facilitate this, we draw upon definitions of violent victimization developed in green criminology, conceptualizing exposure to environmental toxins as violent assault, and introduce the term green school violence (GSV). Next, we draw upon the medical, environmental, and public health literature to offer a series of examples of GSV in the United States, discuss numerous environmental hazards present in American schools, and describe their scope and severity. A conservative estimate of the frequency of GSV suggests that far more school children are victimized by GSV than forms of interpersonal acts of violence.     

Expressive Crimes in Post‐Socialist States of Estonia,Latvia and Lithuania1

The objective of this study is to examine the social determinants of violent victimization, with the principal focus being directed at the significance of neighbourhood conditions. By combining data from victim surveys with information on the neighbourhoods in which the survey respondents live, we have been able to study both the individual and household characteristics, and also the factors specific to different neighbourhoods that are associated with violent victimization. What we are able to show is that the violence that occurs in the residential neighbourhood constitutes only a small fraction of the violent incidents to which people are exposed. Further, the violence that occurs within the neighbourhood takes place to a large extent within the victim's home. This suggests that exposure to violence is associated with neighbourhood conditions only to a limited extent. More detailed analyses of the violence that does occur within the neighbourhood show no effects of neighbourhood conditions when controls are included for individual and household characteristics. The conclusion, therefore, is that we are unable to find any clear neighbourhood effects in relation to violent victimization. The differences that we initially note between different types of neighbourhood in the proportions reporting exposure to violence are too a large degree the result of selection processes. These do not, however, in themselves increase the risk for violent victimization.     

The Joy of Violence: What about Violence is Fun in Middle-School?

Violence prevention programs that aim to ameliorate or eliminate school-based violence (student-on-student victimization) often assume that students, like adults, regard school-based violence as aversive, harmful, problematic, and without any redeeming value. Nonetheless, students may experience violence as fun or enjoyable at school, and they may not see a reason to prevent violence if it brings them joy on some level. This study examined qualitative data from 30 face-to-face interviews with students (grades 6–8) in a single middle school. Content analyses clarified the social contexts in which students experience violence as fun, not fun, or a mixture of both. The results suggested that 70% of all sampled students reported enjoyable experiences with school-based violence. Conclusions examined the implications of these findings for prevention programs; future research is needed to correct for the methodological limitations of this study and others.     

Knowledge is Power: A Theory-Based Approach to Reducing School Violence

The study assesses the impact of a theory-based school violence program though a survey of 1,500 middle and high school students. It is the first to apply the concept of optimistic bias within the school violence context. Despite high profile school shootings, the students maintained the belief that violence was less likely to happen to them (personally) or in their schools than elsewhere in the country. Findings indicate that optimistic bias can be reduced through educational campaigns, and suggest a means of reducing violence by first reducing optimistic bias.     

Associations of dating violence victimization with lifetime participation, co-occurrence, and early initiation of risk behaviors among U.S. high school students

This study examined the association of victimization in a physically violent dating relationship with risk behaviors, age of risk behavior initiation, and co-occurrence of risk behaviors among students in grades 9 through 12 in the United States. Data were from the 2003 national Youth Risk Behavior Survey (YRBS). Nearly 9% of students reported experiencing dating violence victimization. Dating violence victimization was associated with alcohol use, marijuana use, and having ever had sexual intercourse among female students and having ever had sexual intercourse among male students. Dating violence victimization also was associated with early initiation of alcohol use among female students. The odds of dating violence victimization increased as the number of risk behaviors increased and as the number of lifetime sexual partners increased. These risk behavior patterns should serve as warning signs of elevated risk for dating violence victimization and may be helpful in identifying adolescents who could benefit from targeted, preventive interventions.     

A comparison of the effects of witnessing community violence and direct victimization among children in Cape Town, South Africa

This study is based on a sample of children from the Cape Town area in South Africa. The study compares the effects of witnessing school or neighborhood violence compared with being victimized in each context on psychological distress. The findings suggest that in the context of the school, victimization has a somewhat stronger effect on distress than witnessing violence. However, in the neighborhood, the opposite was the case. "Unknown locus of control" was also analyzed as a moderating variable. The findings are interpreted in the context of violence in South African society. The study also investigates the overlap between witnessing violence, victimization, and perpetration in the child's school and neighborhood. The vast majority of victims had been witnesses as well as perpetrators. Longitudinal research, which could track involvement in various forms of violence starting at a very early age, is needed to clearly assess the differential impact of each form of violence.     

Violence in Juvenile Dating Relationships Self-Reported Prevalence and Attitudes in a Portuguese Sample

The objective of this study was to determine the prevalence of physical and emotional abuse in Portuguese juvenile dating relationships and to investigate attitudes about these forms of violence. A sample of 4,667 participants, aged 13 to 29 years, completed two questionnaires, one behavioral and one attitudinal. At least one act of abuse perpetrated by a dating partner during the previous year was reported by 25.4% of participants (13.4% reported to have been victims of physical abuse and 19.5% of emotional abuse). Abuse of a partner was reported by 30.6% of participants; at least one act of physical abuse was reported by 18.1% and of emotional abuse by 22.4%. The attitudinal data revealed, however, a general disapproval of violence use. Violence support was higher among males, participants with lower educational and social status and those who had never been involved in a dating relationship. Women reported more acts of partner abuse than males; no gender differences were found regarding self-reported victimization. Both perpetration and victimization were reported more by older students. Although university students tend to report more acts of general and emotional abuse against their partners, students from professional schools are more represented among both perpetrators and victims of physical and severe violence. The best predictors of violence were educational status and attitudes toward partner.     

Youth Behavior,School Structure,and Student Risk of Victimization

Although a growing body of research on student safety focuses on school disorder, school climate, and the intersection of community/situational factors, comparatively less research has focused specifically on the individual‐ and school‐level factors that put students at risk of victimization in the immediate school environ. The present study is an attempt to broaden our understanding of the contribution of schools and school behavior to the victimization experiences of students. We compare traditional routine activity constructs to understand whether and how they differentially influence the risk of community and school victimization. Additionally, we investigate what school‐related variables (behavioral and structural) explain variation in young people’s risk for school victimization.     

Problematic Alcohol and Drug Use and the Risk of Partner Violence Victimization among Male and Female College Students

The current study expands previous research by examining the relationship between problematic alcohol and drug use and partner violence among a large sample of male and female college students and by partitioning out severe victimization for separate analysis. Data came from the International Dating Violence Study and included 4162 students from 19 colleges in the U.S. (69.1% women, 30.9% men). Victimization was measured using the revised Conflict Tactics Scale (CTS2). There was no significant main effect for alcohol use, but analysis of the interaction with gender found that problematic alcohol use was associated with victimization of men. Problematic drug use was associated with physical victimization, injury, severe physical victimization, severe psychological victimization, and severe injury for the overall sample in multivariate models. Interaction effects showed that elevated odds of severe injuries were associated high drug scores for women. Dating violence programs addressing dating violence on campuses are urged to include discussions on drug use and victimization of men.     

RACE,FRIENDSHIP NETWORKS,AND VIOLENT DELINQUENCY

Although a growing body of literature emphasizes the role of friendship networks and peer relations for youth involvement in violence and delinquency, little research has examined the role of friendship networks in understanding the varying involvement of different racial‐ethnic groups in violence. Using data from approximately 13,000 respondents to the first two waves of the National Longitudinal Study of Adolescent Health (Add Health), we explore the ability of friendship networks to account for the differential rates of violence among racial‐ethnic groups. In addition, we evaluate whether race moderates the degree to which friendship characteristics predict adolescent violence. Findings indicate significant differences in the structure and behavioral orientation of friendship networks across racial‐ethnic identities. Moreover, incorporating characteristics of friendship networks into multivariate analyses accounts for greater involvement in violence among black and Hispanic youths. Network racial heterogeneity and friends' popularity also emerge as particular network characteristics that operate differently for black and white youth.