Implications Of a Negative Society
In today’s society there is a national trend of disorder and delinquency starting to develop in all of the nations’ schools. There are many different issues involving the problems with violence in schools. Emotional and psychological problems, as well as other issues, that society neglects in young students causes a dramatic effect on the outcome of a student’s work in many various ways. The problems can cause them to lash out in violence and or be disruptive in class, which are all part of the problem violence in school. Society created all of the problems that are associated with "violence in school" and now can’t live with it! Society’s issue with school violence can only be blame on the nation for having students to work and grow up in harsh environments. The media has really turned the violence in our schools into a growing concern for our nations’ parents. Since the 1970’s there has been a growing increase of violence in school, and now in the 1990’s it!
’s seemed to thrive.
In the early 1970’s there was a variety of problems with the inner-city schools and it has seemed to finally spread to the urban and rural areas in the early 1990’s. In "School Violence" the author, Deborah L. Kopka, writes about how in the 1970’s violence was really not perceived as a problem until the media enhanced the issue with all their glare and spotlight. From the beginning of the 1970’s decade their was an increased number of juvenile arrests for violent crimes. Violent crimes include, such actions as robbery with a deadly weapon, murder, manslaughter, aggravated assault and other indecent acts that intermingled as a part of society. In 1987 to 1992 there was an increase of violent crimes nationally and "Juveniles were responsible for about one in eight violent crimes in 1992" (Kopka 2). In the 1990’s, school violence seemed to grow under the watchful eye of media, while its viewers, society, seem to do nothing but look at the reality that they only had to face in their television sets.
The television set is also a problem that brings violent perceptions to our children in the form of cartoons, violent programs, and other issues. In the book, "School Crime and Juvenile Justice" Richard Lawrence, the author, says the, "Media portrayals of youth crime tend to overgeneralize and exaggerate the problem" (14). Not every kid in the nation is going out to hurt or kill any one, but they have more of a chance of replaying a violent scene they have seen on television. Kopka agrees by stating, "Some psychologists contend that children imitate the violence they see in the media" (14). Not all kids are prone to hit and cause disorder, but some children are more susceptible to violent images than others. If society shares these violent images with their children, how can they criticize the implications of it now?
The implications range from small disruptive acts to violent outbursts of gunfire. Now that there has been so much focus on school shootings in the suburbs in the past years, it has turned into a tragedy, but before when a shooting would happen in an inner city it never was such a concern for the media. Ever since that fatal day on April 20, 1999, the first major school shooting at Columbine has turned to a never-ending media story with continuous identical stories. Everyone is now asking what can be done to stop violence in our nations schools? In Anna’s Quindlen article, "The Problem of The Megaschool" James Garbarino, an expert on adolescent crime, answered, "Ensure that teenagers are not in high schools bigger than 400 to 500 students" (2). If there are too many students in our societies classrooms, then it is societies job to supervise and guide them through the problems. Lawrence agrees by saying, "Larger schools, and schools with larger classes, tend to have more violence and vandalism" (22). Some of society today still rejects the opening hand of a student in need. Well how is society supposed to handle students with violent problems when the students outnumbers the school’s administration by an over whelming number. Sam Smith, the author of, "Saving Our Cities From the Experts" says, "How does one introduce a feeling of community in a building so huge that it has fifty exit doors" (103)?
Even in some schools that do not deal with the issues of students overwhelming teachers, some of societies teachers still choose not to help our students in need. In the essay, "Always Running" by Luis Rodriguez he writes about his troubles in the school district. First, on the subject of him being an immigrant and being unable to communicate correctly with his teacher. Then as a teenager, counselor after consoler wouldn’t give him a opportunity to try to better himself with some more advanced classes. One of Rodriguez’s’ counselors in junior high had this to say about him taking some incentive to better himself, "Your transcripts show you’re not academically prepared for your choices. These classes are privileges" (22). Richard Lawrence writes, "In addition to providing knowledge and skills . . .schools are expected to instill in young people the values that contribute to an ordered and productive society" (7). How can society ignore the nation’s children without a con!
cern, and not give them a chance to better themselves?
A few of Americas’ schools in high crime areas have good disciplined students, but then there are other schools whose students are very disrespectful. How is it that, two schools, in high crime areas both turn out differently in the manner the children act? One school comes out with a bad reputation and the other school comes out to be a haven in the area. The author, Sam Smith, believes that good management is what causes one school to turn out more disciplined students than from the other school that is in the same area well known for high crime. Good management includes good judgment, social skills, and a proper way of running a program or business. So society has to be careful of having the appropriate principal that can handle and manage the school correctly. Sam Smith writes about the consequences of not having a principal with good management and "Including one who returned a weapon to a gun-toting student at the end of the day" (103).
Not only are principals and the parents are to blame for societies negligence of students, but students as well are a part of society, so there forth are also part of the problem. There are many kids that get picked on by other kids at school every day. Kids are very cruel and can be discriminated on by their peers for the smallest reason. They will taunt you because of your hair, glasses, weight, color, the way you run, and as many more flaws that are noticeable. A student can taunt and humiliate a student so much that it can affect their schoolwork. In Audre Lordes’ excerpt, "ZAMI: A New Spelling of My Name" she speaks of her many torments by students and teachers because she was black and partially blind as an adolescence. She writes, "I was the biggest child by far in the whole class, a fact that had not escaped the attention of the little boy who sat behind me, and who was already whispering ‘fatty" (35).
How can we prevent violence in schools when we cannot even prevent it in our own society? Our standards of life were set by our civilization and now that society has seen the consequences, everyone is ready to point the finger at everyone else. Society is ready to blame every one except to accept the truth that it is the consequences of the actions and the negligence of our society. If it is a teacher, parent, or even a fellow student it has been a calculated scheme to ruin our society by a few members of it, but every one has to help to clean our schools and our society of this thing called, "violence". The only way to do that is if all members of society will first have to rid it of violence in the urban and rural areas, then we can take violence out of our schools. I believe society is not willing to do that, to join together all those different cultures, races, and nationalities. This is the implication that there is always going to be violence, whether it is going to
be in life or in school. We just have to learn how to live with it and not be one of its unsuspecting victims.
"Beowulf." The Norton Anthology English Literature. Ed. M. H. Abrams. New
York: Norton, 2000. 29-99.
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