不是另一起校园枪击案：K-12学校的媒体、种族和枪支暴力

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2022-05-05 DOI:10.1177/00131245221092739

Breahannah Hilaire, Laurie O. Campbell, Viki P. Kelchner, Eric D. Laguardia, Cassandra Howard

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引用次数: 0

摘要

这项研究考察了校园枪击案的特征，并调查了犯罪者的种族与媒体报道枪击案的方式之间的关系。调查结果利用了国土防御与安全中心的数据，显示了校园枪击事件的特征和媒体对校园枪击事件报道的种族差异。数据库和媒体对校园枪支暴力的描述不准确和不完整，可能会导致公众的看法和政策反应无法充分解决暴力的根本原因。此外，这些不准确的描述掩盖了K-12学校枪支暴力的现实。关于学校枪支暴力情况的准确信息是预防未来暴力的必要组成部分。

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Not Another School Shooting: Media, Race, and Gun Violence in K-12 Schools

This study examines the characteristics of school shootings and investigates the relationship between perpetrators’ race and how shootings are reported by the media. Findings, utilizing data from the Center for Homeland Defense and Security, demonstrate differences by race in the characteristics of school shootings and media reporting of school shootings. Inaccurate and incomplete portrayals of school gun violence in data repositories and the media may lead to public perceptions and policy responses that do not adequately address root causes of violence. In addition, these inaccurate depictions shroud the reality of gun violence in K-12 schools. Accurate information regarding the circumstances of gun violence in schools is a necessary component of preventing future violence.

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.