The Cycle of Violence and Disconnection Among Rural Middle School Students: Teacher Disconnection as a Consequence of Violence

A hypothesized relationship between early violent behavior and subsequent connectedness in middle school was examined. Using self-report survey data and a hybrid structural model, the impact of violent behavior on connectedness to teachers and to school among 136 predominantly Caucasian, rural middle school students was examined. After accounting for parenting practices, which explained most of the variance in violence and connectedness, the data revealed a direct effect of violent behavior on connectedness. The data suggest that middle school students who have engaged in violent behavior are likely to experience disconnection from their teachers, and that this disconnection may provide a target for educators’ efforts to prevent violence in schools. [Article copies available for a fee from The Haworth Document Delivery Service: Michael J. Karcher is Assistant Professor, Department of Counseling Psychology, University of Wisconsin-Madison. Address correspondence to: Michael J. Karcher, Department of Counseling Psychology, The University of Wisconsin-Madison, 340 Education Building, 1000 Bascom Mall, Madison, WI 53706 (E-mail: [email protected]). Author Note: Foremost appreciation goes to the youths and teachers who assisted in the collection of these data. Thanks also are due to Karl Bryan, Inta Upite, Rich Brouillard, Katy Kraemer, and Dan Niederkorn for help with data collection. This research was supported in part by U.S. Department of Education, 21st Century Community Learning Center grant no. 4272019. Journal of School Violence, Vol. 1(1) 2002 http://www.haworthpressinc.com/store/product.asp?sku=J202  2002 by The Haworth Press, Inc. All rights reserved. 35 1-800-HAWORTH. E-mail address: Website: © 2002 by The Haworth Press, Inc. All rights reserved.]