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Violence in Schools With Urban Youth, Research Paper Example

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Introduction

When it comes to youth aggression and violence, the education and public health systems clearly share mutual goals (Basch, 2011 pg. 81). Youth are killing each other in their homes, schools, and communities. This recent spike in youth concentrated violence can be observed in everyday activities that range from time spent on social media, parties, school events, etc. Given that the internet is more accessible than ever, most violent acts whether they are physical fights or general bullying them can all be seen on the internet by everyone in today’s society.

The violence amongst the youth is far from a two sided coin, and the long term effects as well as resolutions can be one of many. Does school violence impact all urban youth’s education and the community that they reside in? What are the causes and effects both long term and short term for those communities and families? Does the stigma of violence in low income communities have an impact on the tolerance of not only youth on youth violence but also police brutality against adolescents? As a result has the value of life been diminished or impacted any? Are there any resolutions, and if so how far in future is the possibility of change in arms reach?

Statement of Study Issue

Violence in school is an ongoing issue. This is an issue since it is a daily thing in school and problem that occur often times are unannounced. Youth today are influenced by internet, television, gang members, behaviors that are not healthy from the community that they live in or communities that they associate themselves with. Several studies have documented an (expected) association between exposure to aggression and violence in school and connectedness (Basch, 2011). This study will look at gang violence, family environment, school environment, religious beliefs, media influence and other contributing factors within and outside of the community. Violence in communities and schools have been studied for a long time now and yet over time it seems the way youth react and let out angry feelings become more violent.

There can be several factors to this issue once we take a look at the particular events and influences that lead to violence amongst youth in the first place. This study will cover all demographics. This is an issue that is happening everywhere, even in considered “thriving communities”. This violent epidemic does not discriminate based on race, color, creed, economic standing, or hardship.

Purpose of Study

Violence is an issue in all schools. It comes in the form of bullying which included internet bullying, which has alone experienced a high spike over the recent years. Problems can be eliminated by building understanding, positive conflict resolution, and respect? Youth are teased, talked about daily, slapped and sexually assaulted. This study will look at why youth are violent in schools. What leads youth to act out in an aggressive and negative manor? Behaviors can be start at a young age. Do schools and communities have an effect on the growth of the child?

Does the traumatic stress in school violence impact urban youth educational and curriculum level? Does the community in which the urban youth reside impact their view on education and the program that is taught to them? Meaning do they get what they are supposed to get out of their education and do the communities over power education children are supposed to have? I believe that the stress caused by school violence does have an impact on the youth that are involved when it comes to the education and the curriculum that is taught to them.

Significance of the Study

This study will help social workers by giving them more insight on the problem with youth’s violence and where it stems from. Social workers can help create programs that can decrease or get rid of violence in schools, suicidal and homicidal ideations, drug use and other mental illnesses or behaviors. The focus would be for students and teachers to have communication in and out of the school. Social workers use to very involve to the point of making home visits when a youth misses school. Schools that have social workers are shared with other schools and work certain days of the week. This is something that can be implemented back into all school systems.

Every school should have a social worker. Social workers can also be advocates for the child in family situations. It is very important to expand on this problem by this happening with kids starting at such a young age. My focus is to see if stress along with school violence impacts youth’s education. I will also look into the community in which the urban youth reside and their view on the educational system in which they are taught. There are programs out there to help some youth.

Review Of Literature

One of the universal attempts of a human mind is to understand how it functions and what factors condition the diversity of human behavior. Various theories explain different aspects of human actions. In order to analyze the issue of youth violence in schools with urban youth, Freud’s psychoanalytical theory of psychosexual development is applied. Thus, the aim of this paper is to define the main features of this theory and then to demonstrate how it explains the studied issue, with the suggestion of potential solutions.

Logic

The main reason why this theory was chosen because it suggest that the cause of deviations and violent behavior is within individual psychological problems caused by traumatic experience in childhood or certain disorders at different stages of one’s psychosexual development (Greene, 2011). The main concept of Freud’s theory is that a human mind consists of three parts. Id corresponds for primitive instincts of sub consciousness; ego is one’s rationality and calculated thinking, and super-ego corresponds for morality and judgment of one’s actions based on socially-constructed norms of behavior (Hindle and Smith, 1999). All three parts are in constant conflict with one another. Consequently, the deviation of one’s socially-accepted behavior would be the result of suppression of one’s super-ego with ego and id (Henderson, 2012).

Historical

Freud argued that the development of adult personality went through five stages, eat each a different pleasure center was dominant and the conflict between instinctive/biological drives and expectations from the social environment occurred (Greene, 2011). The five stages included: oral stage (birth – 1, 5 years), anal stage (1, 5-3 years), phallic stage (3-5 years), latency stage (5-12 years) and genital stage (12 years – adulthood). While traumatic experiences and dominance of biological drives over the social expectations cause consequent fixations and disorders, for the target issues, the last two stages are of particular importance since disorders at this stages are directly related to building up functionality of social interactions (Henderson, 2012).

Connection

The connection of the theory to the studied issue is that the main reason for youth deviation from socially-accepted behavior, including violence and forming gangs is the person traumatic experience of each individual on latency and genital stages of one’s development (Greene, 2011). In this regard, the inability of an individual to develop a functional relationship of these two stages resulted in suppression of super-ego by ego or id. The expression of violence can be dictated by one’s desire to substitute one’s vulnerability and the lack of pleasure from socializing by assertion of one’s physical dominance over other more physically vulnerable individuals (Hindle and Smith, 1999).

Today’s Relationship

The personal traumas at these two stages can occur through the inability to relate to one’s parents or to switch the social environment from parent-oriented to a wider social framework. In this regard, in the first case deviant behavior of youth can be conditioned by the lack of parental involvement in one’s life and consequent inability of an individual to develop a strong super-ego to balance the other two parts (Henderson, 2012). In the second case, the childhood cruelty and inability to accept difference or individuality of other often results in alienation of different individuals. Under such conditions alienated individuals are likely to suppress their social rejections by opposing themselves to the socially-accepted norms of behavior and the use of violence as a defense mechanism against further traumatic experiences of being rejected (Greene, 2011). Furthermore, the sense of rejection and the desire of belonging make alienated youth a favorable category for being recruited by urban gangs and criminal organizations, because no matter how brutal these groups can be, they give these alienated individuals the sense of belonging and acceptance.

Solution

The primary solution suggested by this theory is that schools, social workers and parents should work towards the renewal of a connection between these alienated and traumatized individuals and demonstrates that they can be acted and belong to the normal social environment and not to the deviant life of urban gangs (Hindle and Smith, 1999). Thus, the theory suggests treating each case individually aimed at restoring one’s connection with society and strengthening one’s super-ego to balance the other two parts.

The Functionalist Theory

According to the functionalist theory “social problems arise when social institutions do not fulfill the functions (undesirable consequences of an activity or social process that inhibit a society’s ability to adapt or adjust) occur” (Final Review, 2013). A child’s family is considered their social institution. In many cases, parents are not as visible and active as they should be in their children’s lives. In many urban families, the mothers work several jobs and see their children very little; likewise, fathers are just absent due to prison or drug usage. Consequently, children have a difficult time adjusting to school and its rules. As a result, they join gangs and begin a life of crime and violence. To them, the gang represents a family. It is somewhere they fit in and belong. It gives them the chance to obtain materialistic things that their families cannot afford. In many cases, being a part of a gang provides protection that children may not feel at home (Carlie, 2002).

Logic

This theory is chosen because it conveys that a child’s upbringing has a great impact on the life he/she will lead as a teen and adult. Although there are some rare cases where a child is able to become a productive member of society in spite of their childhood and environment, more often than not, the child is unable to function when living in a dire environment. For example, “crime is dysfunctional in that it is associated with physical violence, loss of property, and fear” (Greene, 2011). Durkheim believed that a society without crime was impossible because people will always go against social norms. Likewise, crime and violence has a positive function in society and is therefore normal. It functions as a baseline for society to distinguish between right and wrong. This theory also helps to explain while youths are prone to violence and behavioral patterns that are labeled as deviant.

Historical

Herbert Spencer, Emile Durkheim, Talcott Parsons, and Robert Merton are widely responsible for the ground work of the functionalist perspective. In this theory, it is believe that society is interconnected and works together to maintain harmony and balance. Consequently, each social institution contributes to the function of society. Because the family is the first social institution, it provides the first knowledge of culture, education, politics, religion, and family orientation (Shaefer, 1965). All of these aspects build the foundation for the child’s moral conscious. Priority must be placed in creating a strong family unit. The child must feel secure and safe at home. This security will ensure that the child will display that same behavior within his/her community. Although government cannot enact laws that ensure strong family structures, they must ensure that communities are safe for children. Safe communities will provide a place for children to have a sense of belonging and worthiness (Hindle, 1999).

Psychoanalytical Perspective of Youth Violence

Theoretical Framework

Functionalist theory has been criticized for placing too little emphasis on the individual choices one makes. The existentialist theory conveys that life is difficult and that one must face those challenges. This theory focuses on helping individuals face anxiety by finding philosophical meaning in life. The individual must learn to act and think in a responsible way. Existentialist believes that the anxiety that people face are due to anxiety that stems from loneliness, isolation, and their own impending death (Final Review, 2013). In order to reduce these forms of anxiety, one must live creatively, be authentic in actions, and love regardless of uncertainty and suffering. Each person will experience suffering and loss at some point in his/her life. These are just reminders that human life has limitations. According to this theory, each person’s life is shaped by choices, culture, and even luck. One major concept of existentialist theory is normal anxiety. There are three basic characteristics. First, each individual must confront situations. Second, the person must not repress anxiety. Coming to terms with issues like death is very important. Finally, anxiety can be a source of creativity. Individuals must use anxiety as a force to confront issues. This is a great concept for youth to understand that much of their success depends upon them, not the environment that they come from. Another important concept is philosophical meaning. Understanding that there is more to life than what meets the eye is very important. When youths believe they have a purpose in life, they are more likely to make better choices.

Afrocentric

Violence amongst African American youth in urban areas has become somewhat of an epidemic. While some blame this violence on lack of gun control or illicit substances, the Afrocentric community believes there are other, deeper-rooted reasons that the black American youth has turned to violence. These causes directly relate to the Afrocentric focus on heritage and community. In lacking these key values, Afrocentric believe urban youth are more likely to be prone to aggression. By examining the Afrocentric perspective on violence amongst urban youth, a dynamic and interesting perspective is added to the conversation.

Violence amongst African American youth in urban areas has become somewhat of an epidemic. While some blame this violence on lack of gun control or illicit substances, the Afrocentric community believes there are other, deeper-rooted reasons that the black American youth has turned to violence. These causes directly relate to the Afrocentric focus on heritage and community. In missing these key values, Afrocentric perspectives believe urban youth are more likely to be prone to aggression.

Price (2010) says, “The Afrocentric socialization process mitigates the impact cultural oppression has on youth and builds what they term as African self-consciousness” (Price). That is to say that they disconnect from cultural and historical ties “create[s] a ripe environment for homicide (pg. 28).” Price argues that the lack of culture is not the only issue in this instance; it is also what replaces emphasis on heritage. He states, “Since the culture of black youth has been co-opted, they are easily seduced by the temporal values glamorized in hip-hop, Hollywood, and the media” (Price, 2010 pg. 28). By saying this, he insinuates that if culture and heritage are not actively celebrated, that part of the human psyche is left open to degradation by lesser values. Price argues that the key to tearing down the destructive ideals promoted by “rap-culture,” is to encourage black American children from an early age to celebrate their heritage by taking part in rituals and rites of passage.

While a stress on African culture and heritage is essential to the Afrocentric belief system, sentiments of centricity and control are arguably more important in promoting healthy mindsets for urban youth. In his article “Afrocentricity,” Dr. Molefi Kete Asante (2009) explores the importance of black youth viewing themselves not as marginalized victims, but as independent persons with the agency to succeed. Furthermore, he states that African-Americans must “act out of…collective interest” and “understand… that [they] are central to [their] own history.” That is to say, that in order for the black community to prosper, a sense of togetherness must be achieved (Asante, 2009). Afrocentric also focus on advancement and “Positive human transformation” (Schiele, 2000 pg.114). This emphasis on rehabilitation and the bettering of oneself encourages black youth to seek advancement in their communities, which gives them a concrete purpose. By recognizing the importance of their shared culture, Afrocentric perspectives African-Americans can create a strong community that keeps youth from the feeling of alienation that can often lead to violence.

By praising the Afrocentric values that can lead to a more unified, less violent community, Afrocentric also recognize the negative aspects of urban life that expose youth to violence at an early age. Community violence is defined as, “experiencing, seeing, or hearing about violence in one’s home, school, or neighborhood which can lead to adjustment difficulties in youth” (Thomas, Carey, Prewitt, Romero, Richards & Friedrich, 2012 pg. 55). This early exposure to the normalization of violence can lead to an association with aggressive behavior for many youths. Afrocentric believe that by adapting to violence and seeing it praised in media, the youth may grow to see community being entered around violence, instead of a focus on heritage and community.

Afrocentric perspective focuses on culture and unity as a means of combating violence. By acknowledging the societal problems that influence African-American youth and encourage violence, Afrocentric perspective identifies what needs to be replaced in order to diminish the presence of violence in the urban youth community. By focusing on African culture, Afrocentric perspectives believes that black Americans can replace the ideals of modern society that revolve around aggression and dominance with feelings of pride and belonging, which are more conducive to raising successful and nonviolent youth.

Today’s Society

In the conversation on violence, mainly in the African-American youth community, Afrocentric cite the lack of ties to traditional values for the problem of violence in these communities. In his article blatantly title “Why do African-American Youth Kill Each Other? The Lack of Cultural Alignment,” Professor Bryon Price voices the Afrocentric notion that a lack of dedication to traditional African values and practices are what often drive black youth to violence. Price says, “The Afrocentric socialization process mitigates the impact cultural oppression has on youth and builds what they term as African self-consciousness” (Price). That is to say that they disconnect from cultural and historical ties “create[s] a ripe environment for homicide.” Price argues that the lack of culture is not the only issue in this instance; it is also what replaces emphasis on heritage. He states, “Since the culture of black youth has been co-opted, they are easily seduced by the temporal values glamorized in hip-hop, Hollywood, and the media” (Price). By saying this, he insinuates that if culture and heritage are not actively celebrated, that part of the human psyche is left open to degradation by lesser values. Price argues that the key to tearing down the destructive ideals promoted by “rap-culture,” is to encourage black American children from an early age to celebrate their heritage by taking part in rituals and rites of passage. A common Afrocentric ideal is that a lack of identification with one’s culture leads to a loss of identity and therefore a strong sense of alienation and lack of belonging.

Culture Beliefs

While a stress on African culture and heritage is essential to the Afrocentric belief system, sentiments of centricity and control are arguably more important in promoting healthy mindsets for urban youth. In his article “Afrocentricity,” Dr. Molefi Kete Asante explores the importance of black youth viewing themselves not as marginalized victims, but as independent persons with the agency to succeed. Furthermore, he states that African-Americans must “act out of…collective interest” and “understand… that [they] are central to [their] own history.” That is to say, that in order for the black community to prosper, a sense of togetherness must be achieved (Asante). Afrocentric also focus on advancement and “Positive human transformation” (Schiele 114). This emphasis on rehabilitation and the bettering of oneself encourages black youth to seek advancement in their communities, which gives them a concrete purpose. By recognizing the importance of their shared culture, Afrocentric believe African-Americans can create a strong community that keeps youth from the feeling of alienation that can often lead to violence.

Values

By praising the Afrocentric values that can lead to a more unified, less violent community, Afrocentric also recognize the negative aspects of urban life that expose youth to violence at an early age. Community violence is defined as, “experiencing, seeing, or hearing about violence in one’s home, school, or neighborhood which can lead to adjustment difficulties in youth” (“African-American Youth and Exposure to Community Violence: Supporting Change from the Inside” 55). This early exposure to the normalization of violence can lead to an association with aggressive behavior for many youths. Afrocentric believe that by adapting to violence and seeing it praised in media, the youth may grow to see community being entered around violence, instead of a focus on heritage and community.

Solutions

Afrocentric perspective focuses on culture and unity as a means of combating violence. By acknowledging the societal problems that influence African-American youth and encourage violence, Afrocentric identify what needs to be replaced in order to diminish the presence of violence in the urban youth community. By focusing on African culture, Afrocentric believe that black Americans can replace the ideals of modern society that revolve around aggression and dominance with feelings of pride and belonging, which are more conducive to bringing successful and nonviolent youth.

Methodology

To assess youth violence among urban youth schools, a systematic review will be conducted in a manner that intends to draw a link between African culture and traumatic experiences to the tendency for urban students to engage in violent activity. A literature review will be conducted by identifying sources using the key words “behavior theory”, “culture”, “personality”, “Afrocentricity”, and “African-American”. These words are used to generate information regarding previously conducted studies that draw a connection between African-American youth and violence. The goal of this method will be to compile information about the topic in a manner that helps the reader gain a greater societal context of the behavior of these students, which will allow psychologists and educational professionals to generate evidence-based interventions to promote the cessation of this behavior.

Methods of the Study

This systematic review aims to determine the cause of violence by African-American students in urban schools. Data was retrieved from four books that discuss human behavior and how these behaviors could be assessed and intervened with using psychological principles. One peer-reviewed article from the Journal for Social Action in Counseling and Psychology was utilized. The two remaining publications are internet resources written by professionals in the field, focusing on the unique concepts of Afrocentricity and why African-American youth are likely to commit violence towards one another. A majority of the publications used have been published in the past five years, indicating that the information provided is relevant to the current state of school violence. These sources will be used in a manner that intends to demonstrate the connections between African American culture, human behavior, and the violence that currently occurs in urban schools.

Limitations of the Study

While a systematic review is a reasonable way to draw conclusions about the research that has already been conducted in the field, it prevents the ability of the researcher to ask questions that have not already been explored. Rather the information presented in this project could be used to allow researchers to generate new research questions and associated hypotheses. A majority of the literature used in this review was meant to reflect the African-American cultural experience in schools in the United States. This experience is then connected to human behavioral issues and the concept of Afrocentricity. Both concepts are important in understanding this relationship, but it is challenging to determine the psychological state of the individual’s involved in urban school violence by conducting a systematic review. It is therefore recommended that psychologists build upon this study by generating case studies of individuals that have been directly involved in this type of violence to determine their motivation for doing so in addition to the factors that may have prevented them from becoming engaged in this type of violence in the past.

Furthermore, this study has the potential to provide recommendations to education or mental health professionals that could reduce the harmful behaviors of students in urban schools. However, it is necessary to consider that the proposed interventions may not be effective in each case and that the evidence provided in this review should only be used as recommendations. It is also necessary for these individuals to gain an understanding of the student’s criminal and health history before deciding on a reasonable intervention for each client. In addition, it is important to reason that each student’s situation may be different depending on their geographic location. Therefore, it would be beneficial for future studies to discern the culture of violence in schools as it pertains to different geographical regions because there may be different root causes for these actions.

Bias is also an unavoidable factor that must be considered in this analysis. It is often challenging to look at other cultures without being ethnocentric. Therefore, it is important to look at this research objectively in an attempt to understand the reasons for urban violence from the perspective of the individuals that commit it. It is not beneficial to judge these individuals for their actions, as they would not commit school violence without reason. It is therefore important to indicate that the value of this work would not exist if it were not approached with an open mind. It is therefore important for the reader to understand that all attempts to remove bias from this analysis have been taken, but bias may innately remain as a consequence of the literature used for this review.

A systematic review was used to gain a comprehensive understanding of the relationship between culture, human behavior, and urban violence. Overall, this study could be used as a reasonable means by which researchers can form new research questions and hypotheses. While there are several limitations to this study, bias has been removed to the highest possible extent and this research could be used as a basis for recommendations for interventions that could be used by education professionals or psychologists to help guide troubled youth.

Presentations Of Findings

The above review of issues related to youth violence in urban environments has revealed that adolescent behaviors can be explained through psychoanalytical and motivational examination. The findings of the research will be presented below in the following form: recurring themes in the literature studied, theories applied, causes identified, and research studies confirming the assumptions of each publication. By examining the most commonly provided explanations for the two main research questions: the cause of violence in schools, and gang violence in Urban African American communities, the author is attempting to create a prevention and intervention framework for the following social care activities: identifying vulnerable children who suffered from trauma and are likely to experience violence, identifying isolated individuals and communities, creating a support network involving schools, social workers, community leaders, and parent advocates in supporting vulnerable young people who are experiencing anxiety, suffer from isolation, violence, and lack support.

First Study Issue

Focusing on school violence, several authors mention socialization and the lack of social skills/connections when discussing deviant behavior. Other authors mention that the lack of family and school support is responsible for abnormal and deviant behavior of urban youth. Further, another theme that is regularly occurring is the impact of exposure to violence at an early age and the normalization of aggressive behavior. Based on the results of the above comprehensive literature review, each of the themes will be examined in detail. The four studies that the author is focusing on are: Waasdrop et al.’s (2013) social study about gangs, Thomas et al.’s (2012) research on the impact of exposure to violence, Basch’s (2011) review on urban minority children’s violent behavior, and Seal et al.’s review on the same topic: urban youth’s exposure to violence.

Lack of social skills

Exposure to violence and the inability to deal with it will result in the lack of social skills, according to Seal et al. (2011). The authors state that the immediate neighborhood and environment has a negative impact on children’s social coping mechanisms. As Seal et al. (2011, p. 2) states: “neighborhood social characteristics influence the ability of residents to maintain social cohesion and informal social control, known broadly as collective efficacy”. This means that the lack of community and lack of support to create norms and understand acceptable behaviors has an impact on socialization patterns. The same theme also appears in Basch’s (2011) study. The author confirms that the environment impacts both cognitive and social success. The article recommends that schools and social services work on reinforcing pro-social norms and skills, in order to support young people in developing their social skills. The fourth article focused on the socialization patterns within urban gangs (Waasdorp et al., 2013), stating that while there are clearly negative impacts of violence on social skills, gang membership is also a form of socialization, and there is a connection between social status, popularity, and social preference. The above article confirms that those young people who lack social connections seek out for a sense of belonging within urban gangs. The main reason for gang formation, therefore, is the lack of social connections and skills, and marginalized status.

Lack of support

Only one out of the four examined articles talked about the lack of support from the community and school as a reason for the spreading of violence among urban youth. Basch stated that parental, school, and community support has a great impact on children’s socialization, and the formation of their social norms. Focusing on one particular solution, providing an effective support network, the author evaluated the success of intervention programs. The programs that were based on “modeling by teachers, parental support and involvement, and the entire school environment” (Basch, 2011, p. 623). These programs, based on the large scale research study were found to be effective in reducing violence in school and reinforcing social norms.

Exposure to violence and normalization of aggression

Thomas et al. (2012, p. 54) state that “exposure to community violence is strongly associated with problem behaviors such as delinquency and perpetrating aggression and violence”. This means that violence exposure has a direct impact on social norms, and children will be more likely to accept and engage in aggression if they see it often. According to the authors, it is important that – in order to prevent young people from becoming violent and engaging in aggression – communities work together to reduce violence within communities where it is most prevalent. Another study by Waasdorp et al. (2013) confirms the above statement, claiming that aggressive behavior is a sign of increased risk, high exposure to community or family violence, and poverty. Therefore, violent children in school should be identified and their backgrounds should be evaluated in order to understand their motivations for the violent behavior.

Second Study Issue

The second issue the current study is focusing on is the causes of gang violence and its high prevalence among minority (mostly African American poverty-struck) communities. The main causes identified after the review of the sources are: coping mechanisms viewed as mirroring community behaviors, and a way of socialization. The two opposing views will be examined in detail below in order to provide support workers with diverse perspectives of the same issue.

Mirroring community behaviors

One reasoning that occurs in the literature examined is that the cause of gang violence is community violence. Thomas et al. (2012) state that joining gangs is a coping mechanism of young people to deal with stress caused by existing family, school, and community violence. This way, by mirroring the environment, individuals are able to “fit in” and follow the norms of their community. Quoting Bandura’s social learning theory, Waasdorp et al. (2013, p. 13) state that “lower status youth may associate aggressive behaviors with obtaining higher social status and mirror this behavior”. This confirms that the presence of violence in the community increases the risk of further violence, therefore, community-based approaches to reduce aggressive behavior are likely to be the most successful in dealing with low-income, isolated and segregated communities’ youth crime problems.

Violent gangs as a way of socialization

According to Waasdorp et a; (2013), there is a “clear association between popularity and aggression among adolescent youth”, and this statement indicates that by joining gangs, young people are looking to achieve a higher social status. A way of socialization through aggression, however, still follows the pattern that is common in African American communities. While gang violence is often viewed as a simply negative issue, the author claims that it helps individuals develop and improve their leadership skills and express themselves. A sense of belonging is provided for the – often isolated – young person, who is not able to connect with teachers, parents, and other individuals. Therefore, it is important that support networks are created in a way that they appear more appealing than gangs, and they focus on acceptance, instead of judgment. One respondent in Seal et al.’s research study (2014, p. 4) confirms the above statement: “That’s still racial discrimination. That brings upon so much violence. Black people don’t want to see White guys, Hispanic guys with their Black girls and vice versa”. The formation of African American youth gangs, therefore, can be an answer to racial discrimination and isolation.

Summary of Findings

It has been found that the most important reason for violence among urban youth is the lack of positive norm reinforcement, the lack of support networks, help from families and schools, as well as communities. Several authors confirmed that the prevalence level of violence in one’s community has a direct impact on one’s social norms and socialization. Participation in violent gang activity, on the other hand, has been found to be motivated by two individual aspirations: the need for belonging due to the lack of connections with parents, peers, and school workers, and a way of coping with violence. Several authors confirmed that young people learn behaviors from their environment. The relevance of the social learning theory, and its impact on violence within urban youth and isolated disadvantaged communities’ gang formation has also been confirmed. The recommendations of the above reviewed four sources included community violence prevention program development, the building of support network, and school-based programs to reinforce positive social norms. In order to successfully reduce violence among urban youth, however, a change of approach is needed, and collaboration between schools, churches, communities, and parents has to be developed.

Summary/Discussion

Summary

Violence in schools seems to be escalating each year. This trend has left researchers baffled as to what may be leading to violent tendencies. Many researchers have concluded that today’s youths are being influenced by various factors. Television, internet, environment, and family are just a few. Several studies have found links between factors. One factor that was noted is the violent tendency among African-American youths. Price (2010) discusses in his article, Why do African-American Youth Kill Each Other, the belief that values and practices that are being taught to African American youths. He believes that African Americans are still tormented by their lost of culture. As a result, many African American have created a culture of degradation and lesser value. The culture is often referred to as “rap culture”. In this culture, violence, money, and drugs are deemed as important and essential part of life. By a certain age, black youths are introduced to this culture and expected to accept it. When they refuse, they are accused of “acting white” or forgetting where they come from. This peer and community pressures often leads to youths accepting the rap culture and continuing to perpetuate it. However, Dr. Molefi Asante (2009) has suggested a way to remedy this issue with African American youth. He believes that youths must see themselves as individuals, not members of the African American group. He says betterment through education must be taught collectively. If this is done daily in the home, at school, and in the community, a positive self image can re-emerge. When this positive self image is presented, less violent tendencies will be seen.

Several theories have been presented to explain the issues of violence within schools. First, there is the Functionalist Theory. It states that issues and problems arise when institutions are not serving its purposes. For example, the family is intended to nurture and fulfill the desires of long and belonging. However, in many urban families, parents are often absent or not visible in the child’s life. This absence causes the child to seek love and a sense of connection from other outlets. As a result, many youths join gangs and become perpetual repeaters of violence and crime. Becoming a gang member allows the youth to have that sense of connection and protection that they did not receive in the home. The Theory of Logic conveys that the environment in which a child is raised greatly affects the life that he/she will lead as an adult. Consequently, the cycle never breaks. Children who have grown up in families where violence, crime, and drug usage is a norm, or more likely to repeat that behavior. Thus, the culture and value of a group can be changed or altered forever. The Theory of Logic and psychoanalytical perspective are interrelated. This perspective conveys that experiences and problems encountered as a child can greatly affect the mind and brain function of its victims. So, children who have witnessed or been a part of traumatic environments can have their brain’s ability altered. For example, Freud believed that the human mind consisted of three parts. The Id is the primitive feature that seeks to meet the person’s needs. However, the ego and super-ego are more rational and moral. When a child has been is an environment that is not conducive, the ego and super-ego do not develop appropiately. Consequently, the child is being governed by the Id only. These theories show that there is a correlation between environment and behavior.

Implications/Discussion

How will all this information be used? Certainly, culture and environment has a great impact on behaviors displayed. According to the research, African-Americans lack many traditional values, but possess values that promote violence and deviant behavior. Growing up in a particular culture will affect one’s behavior and beliefs. Some cultures and environments are more conducive to the norm than others. Many African American youths grow up in single parent homes where the mother is the primary bread-winner and disciplinary. Sadly, that same mother often is absent working several jobs to make ends meet. Culture includes attitudes, values, beliefs, and behaviors that are taught and passed on from one generation to the next. Culture can impact each aspect of one’s life. Culture influences what one might eat, live, or even what is acceptable as appropriate behavior. Nevertheless, culture can be changed. Consequently, those social workers and educators who come in contact with youths who have been introduced to Afro-centric lifestyle must help to re-cultivate them. This can only be done through positive reinforcement and modeling. For example, some schools have implementing peer and mentor buddies. Students who are having difficulty are placed with one of these partners. Partners may discuss issues of importance and better ways to handle them other than resorting to violence. Students are taught skills to help them cope with anger, as well as skills to help them communicate what they are thinking or feeling.

All schools have social workers and counselors. Together, they can create programs and activities that will address the issues that youths are having. In order to eradicate the issue of youth violence, the core of the problem must be addressed first. Often, families do not know how to address the issues they are having with their youths. Social workers can be advocates for the youths, as well as helping adults understand the issues they face as well. Together, all stake holders can form an alliance to help violent youths make meaningful relationships and understand that violence is not the appropriate way to handle situations.