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Crime on Campus, 1978-1979: A Survey of 150 College Campuses and Cities (ICPSR 8381)

Released/updated on: 2005-11-04

Geographic coverage: United States

Time period: 1978-01-01--1979-01-01

This data collection provides information on crime on 150 selected college campuses and cities in the United States in the period 1978-1979. The collection covers violent crime and property crime on campus and in cities, and the number and sex of police officers assigned to campus duty and in cities. Aggregate socioeconomic information for campuses includes the amount of financial aid received, while information for cities includes the percentage of residents who were unemployed or below poverty level, female labor force participation, and household activity ratio. Campus demographic variables itemize the percentage of males and females residing on campus, percentage of Blacks attending school, number of foreign students, student-faculty ratio, total number of students on campus, students per acre, and students per 1,000 city residents. Aggregate demographic variables for cities are provided on total population, percentage of residents aged 15-19 or 20-24 years old, total number of households, number of single mother-headed households, and percentage of Blacks in the city.

Curated

Improvement of School Climate Assessment in Virginia Secondary Schools, 2013-2020 (ICPSR 38022)

Released/updated on: 2023-04-27

Geographic coverage: United States, Virginia

Time period: 2013-01-01--2020-01-01

This study sought to advance understanding of how school climate is a critical factor in school safety and violence prevention. Middle school and high school students and staff were surveyed over the span of eight years from 2013-2020. Middle school students and staff were surveyed during odd years (4 waves of data collection), and high school students and staff were surveyed the other even years (again four years of data collection). All four years of data per group were combined into a single dataset. A final file was created pooling all eight years of data collection averaging student and staff responses by school.

Both the student and teacher/staff surveys covered two domains: school climate and safety conditions. The school climate domain included perceptions of the school's disciplinary practices, student support efforts, and degree of student engagement in school. The safety conditions domain covered reports of bullying, teasing, sexual harassment, and other forms of peer aggression, including threats of violence, physical assault, dating aggression, and gang activity.

Previous research conducted by the Principal Investigators showed that an authoritative school climate characterized by high structure (strict but fair discipline and high academic expectations) and high support (positive teacher-student relationships) is associated with many positive outcomes. Students who attend schools with an authoritative school climate demonstrated more engagement in school, have higher school attendance and academic achievement, and are more likely to graduate. Students who experience a structured and supportive school climate may be more willing to follow school rules, respond to their teachers, and treat one another in a respectful manner. This study continues that prior work.