Educational Intervention: A Prescription for Violence Prevention at Historically Black Colleges and Universities

By Davis, Wanda M | The Journal of Negro Education, Fall 1996 | Go to article overview

Educational Intervention: A Prescription for Violence Prevention at Historically Black Colleges and Universities


Davis, Wanda M, The Journal of Negro Education


Physical and verbal acts of violence and intolerance have become all too familiar on the nation's college campuses, including historically Black colleges and universities (HBCUs). This article argues that it is no longer acceptable for HBCUs to offer services and programs that focus solely on the victims of violence. To foster a healthy and safe environment, HBCUs must implement proactive educational interventions that interrupt the cycle of violence on campus and directly address the disruptive behavior of those who perpetrate harm within and outside the HBCU community. A model intervention is described and its components and implications discussed.

INTRODUCTION

Violence is a widespread problem in our society at large. It is no less evident on our nation's college and university campuses, nor are the campuses of historically Black colleges and universities (HBCUs) in the United States immune to its effect. Lederman (1994, 1995) has reported a rise in violent acts on college campuses across the U.S., including incidents of off-campus violence that, in some cases, have resulted in student deaths. He suggests that the very nature of the college campus-its traditionally open and trusting atmosphere-and the relative naivete of its student population can sometimes lead to opportunities for violence and victimization. Thus, it is critical that problems related to violence within the academy be responded to appropriately and decisively with structured programs that.bring about or restore civility to the campus setting.

For the purpose of this article, violence is defined broadly as behavior that by intent, action, and / or outcome harms another person. It includes physical, interpersonal, institutional, and intellectual acts of harm and aggression (O'Neil, 1989); courtship violence, hazing, and the violent use of sex (Roark, 1987); and ethnoviolence (Reynolds & von Destinon, 1993). This widely framed definition is useful for two reasons. First, it reflects current thinking and research on campus violence. Second, it highlights the truly violent nature of many of the harmful student behaviors that student affairs professionals confront and to which they must respond (Shang & Stevens, 1988).

In the last decade, violence has been studied intensely by student affairs professionals, counselors, legal scholars, and academicians. Researchers are presently concerned about framing violent and intolerant behaviors as the antithesis of student development and focusing on models of prevention and responses to violence and victimization. This vast body of research provides a clear picture of the status of violence in higher education and highlights current trends. However, very little has been written about what to do with perpetrators of campus violence and intolerance once they have committed their offenses. Additionally, researchers appear to be frustrated with studying demographics and charting trends alone, and few articles have addressed violence issues on HBCU campuses.

Review of the Literature

In his work, Orzek (1989) delineates five general groups that are potential targets for violence on college campuses: the individual student, students' partners or dates, the campus residential community, members of out-groups, and unknown others. He includes such self-destructive behaviors as alcohol and other drug abuse, eating disorders, and suicide among the types of violence students perpetrate upon themselves. He further explains partner or dating violence as being manifested through verbal insults, slapping, punching, or rape. The kinds of violence visited upon the residential community includes harassment, theft, hazing, or vandalism. Members of out-groups and unknown others may experience a combination of these forms of violence.

Palmer (1993) also identifies five groups who appear to experience the most frequent and serious acts of violence based on the results of a survey of 49 colleges and universities in 30 states, covering approximately 141,000 students.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Educational Intervention: A Prescription for Violence Prevention at Historically Black Colleges and Universities
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.