| Motoko Akiba
University of Missouri, Columbia
National, school and teacher effects on student victimization of school violence: A cross-national study of 49 nations from TIMSS 1995 and TIMSS 1999.
FINAL REPORT:
While school is a major place where violence prevention programs are implemented, we know little about how school contexts influence the rates of school violence victimization among students. This study presents empirical evidence on how various school and teacher factors are associated with eighth graders'victimization from school violence, based on the analyses of the Trends in International Mathematics and Science Study (TIMSS) data collected during 1999. Comparing the U.S. data with Taiwan's and the Russian Federation's, I find that in the United States, high-achievers are more likely to be the victims of school violence, whereas in Taiwan and the Russian Federation, low-achievers are generally the victims. The analysis of school and teacher effects reveals that educational inequality, measured by academic tracking and the association between achievement and socio-economic status, is the strongest predictor of school violence victimization in the U.S., unlike the other two nations. A lower level of school expectation for parental involvement in U.S. schools also predicts a higher risk of school violence victimization. Policy emphasis on educational equality and parental involvement, in order to provide a safe learning environment for students, is recommended.
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