School Safety: Students and Weapon Carrying Behavior

School Safety: Students and Weapon Carrying Behavior by Shadrich Moore Ed. S. , Freed-Hardeman University, 2006 MA, Alcorn State University, 1999 BS, Alcorn State University, 1993 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University January 2016 Abstract Research shows that risk factors may be useful clues for predicting students’ potential for engaging in weapon-carrying behavior. Law makers on every level—federal, state, and local—deem the presence of weapons on school grounds to be a serious problem and a violation of school policy. A large, urban school system has put forth sustained and costly efforts to prevent students from carrying weapons to school; yet students continue to carry weapons to school in this district. The purpose of this study was to use archival data collected as part of the school system’s everyday practice to identify risk factors for students carrying weapons to school. Bandura’s social learning theory guided this quantitative ex-post facto study. Six risk factors related to students’ weapon-carrying behavior were examined: gender, prior fights, suspensions, race, academic achievement, and time of school day/year. Risk factors were compared for identified weapon carriers (n = 605) and non-weapon carriers (n = 605) using chi-square tests and a logistic regression analysis. Results showed that gender, prior fights, suspensions, and race were significant risk factors for weapon carrying. Students in this district who received 5-14 suspensions had a 1 in 4 chance of being a weapon carrier. Males as well as Black students and White students were 3 times more likely to carry a weapon to school. A pattern of fighting also correlated with an increased incidence of carrying a weapon to school. These data may help this school district and other school districts like it to provide better prevention strategies and enhance policy decisions by identifying students who are at high risk of carrying a weapon on school grounds.Research shows that risk factors may be useful clues for predicting students’ potential for engaging in weapon-carrying behavior. Law makers on every level—federal, state, and local—deem the presence of weapons on school grounds to be a serious problem and a violation of school policy. A large, urban school system has put forth sustained and costly efforts to prevent students from carrying weapons to school; yet students continue to carry weapons to school in this district. The purpose of this study was to use archival data collected as part of the school system’s everyday practice to identify risk factors for students carrying weapons to school. Bandura’s social learning theory guided this quantitative ex-post facto study. Six risk factors related to students’ weapon-carrying behavior were examined: gender, prior fights, suspensions, race, academic achievement, and time of school day/year. Risk factors were compared for identified weapon carriers (n = 605) and non-weapon carriers (n = 605) using chi-square tests and a logistic regression analysis. Results showed that gender, prior fights, suspensions, and race were significant risk factors for weapon carrying. Students in this district who received 5-14 suspensions had a 1 in 4 chance of being a weapon carrier. Males as well as Black students and White students were 3 times more likely to carry a weapon to school. A pattern of fighting also correlated with an increased incidence of carrying a weapon to school. These data may help this school district and other school districts like it to provide better prevention strategies and enhance policy decisions by identifying students who are at high risk of carrying a weapon on school grounds. School Safety: Students and Weapon Carrying Behavior by Shadrich Moore Ed. S. , Freed-Hardeman University, 2006 MA, Alcorn State University, 1999 BS, Alcorn State University, 1993 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University January 2016 Acknowledgments I would like to thank my doctoral chairperson, Dr. Andrea Wilson. Your support, encouragement, inspiration, and belief in me are greatly appreciated. I also want to thank my committee members Dr. Katherine Norman and Dr. Ann Jablonski who were influential in suggesting, revising, and clarifying my Doctoral Study Project. Additionally, I am grateful to my school district for allowing me to use data from the district and the opportunity to conduct research and present the findings to the district. I am also grateful to Dr. Zin Htway for the direction and guidance he provided me with in statistics. Finally, I would like to acknowledge my family. To my wife, Tiffany, who was very supportive and encouraging and afforded me the opportunity to fulfill a life-long journey of obtaining a Doctoral degree. To my children, Brandy, Tyas, Sydney, Summer, and London, always follow your passion and never give up. This degree was for all of you. Thank you all for the love, patience, and support.