Analyzing School Violence in the United States: A Symbolic Interactionist Approach

美國校園暴力的社會學探討：符號互動論取向的分析

10.6429/FES.200501.0115

魏希聖(Hsi-Sheng Wei)

校園暴力 ； 符號互動論 ； 青少年 ； School violence ； symbolic interactionism ； Youth

教育與社會研究

8期（2005 / 01 / 01）

115 - 137

英文

校園暴力在美國以及其他許多國家已成為一項重要的社會議題。過去研究的焦點往往放在施暴者的個人特質上，例如其人格或行為模式。這些暴力行為中的人際互動與象徵意義則較少受到探究。本文從符號互動論的觀點出發，採用高夫曼的戲劇理論分析校園暴力的成因與功能。學生間的暴力行動可視為一種社會互動的形式，施暴者企圖在現實與符號層面操弄情境定義，以提升自己的社會地位。同時，這些暴力事件亦是一種人際儀式或表演，其中施暴者、受害者和旁觀者都扮演著特定角色。青少年並非自己憑空編造這些表演，而是從文化環境中擷取重要元素，並且遵循著種族、階級或性別方面的既定劇本。本文最後討論了這些分析對於校園暴力防治的意義與啟示。

School violence is a significant issue in the United States as well as in many other countries. Past research often focused on the individual characteristics of the perpetrators such as their personality or behavior patterns. Less attention is paid to the interactive nature and symbolic meaning of those aggressive acts. This article utilized a symbolic interactionist approach, especially Erving Goffman's dramaturgical theory, in understanding the causes and functions of interpersonal violence at school. From this perspective, students' aggression can be viewed as a form of social interaction in which the offenders attempt to gain social status by manipulating the definition of situation both physically and symbolically. These violent incidents can serve as interpersonal rituals or scripted performances in which the offenders, victims, and bystanders all play a role. On the other hand, youths do not invent those ”performances” all by themselves. Instead, they pick up elements in their cultures and largely follow certain existing scripts in corresponding to their social positions such as race, class, and gender. Implications for practice were discussed.

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