Violent Writing: A Quantitative Examination Of An Unexplored High School Phenomenon

• In Event: Roundtable Session 14
  In Roundtable Session: Student Bullying and Victimization Roundtable

Abstract

This study establishes an educational definition and associated typology for the construct of violent writing, as evidenced in North Carolina secondary English classrooms, in order to properly explore the phenomenon of student created violent texts. The study examined the frequency of the phenomenon, teacher response, and teacher perceived preparedness to appropriately respond to classroom violent texts. Data were collected through the use of a new, validated teacher survey instrument. This investigation adds to the sparse teacher-focused quantitative research on violent writing. Findings suggest that English teachers need more training in how to respond to violent writing and that school safety could be improved by development of school safety plans using writing as one of several determining factors.

Authors

• Lori Dawn Brown, Pearson

• Frederick Chaim Buskey, Western Carolina University