Ron Avi Astor, the Richard M. and Ann L. Thor Professor in Urban Social Development at USC, has been studying the epidemiology of school violence for nearly 30 years. In 1997, he moved his family to Jerusalem for one year to run the first-ever large-scale comprehensive school violence survey in Israel, with his partner, Hebrew University of Jerusalem professor Rami Benbenishty. Together they co-authored the book “School Violence in Context: Culture, Neighborhood, Family, School, and Gender” (Oxford University Press, 2005). The study is still considered one of the most rigorous and ambitious ever conducted, and there are plans to replicate it in France, Chile and Taiwan. Here, Astor discusses its findings and what it has to teach Jewish schools in the United States.
Jewish Journal: The term “bullying” means many things. What exactly are we talking about when we’re talking about bullying?
Ron Astor: Bullying covers a wide range of behaviors that are qualitatively really different from each other: name calling, social exclusion, teasing, kicking, hitting, fistfights, weapon use, ganging up on somebody, writing things about people or posting it. It used to be in the bathroom, now it’s using the Internet to upset, humiliate or threaten somebody. Generally, the person who does the bullying needs to be stronger socially and psychologically, and it needs to happen more than once.
JJ: Who are the prime targets?
RA: In general, kids who tend to be more isolated, kids who are weaker in terms of social connection, who the bullies feel [are isolated enough that] they can get away with it.
JJ: Bullying has suddenly become a very hot topic. But, haven’t people always been mean?
RA: Until 2001, we didn’t run studies on bullying in the United States, but after the shootings at Columbine, a theory came out in the media saying that the reason why these kids became shooters is that they were bullied at school. But there is no evidence to show that bullying leads to shooting; if that were true, it would be Armageddon in Los Angeles.
JJ: Is being part of a minority group an advantage in deflecting bullying, as opposed to those who suffer in isolation?
RA: It’s too general to say, “I’m part of the Jewish people; I’m not alone.” I could be Jewish, and be on a Jewish campus, and not have any friends and be very isolated. But, if a group becomes cohesive and organized, I think that actually protects people from being harmed. We’ve seen that with civil rights.
JJ: Some adults excuse bullying behavior as a “kids will be kids” developmental milestone. How do you deal with bullying that is really dangerous and bullying that is just part of growing up?
RA: On the one hand, you don’t want people to go meshuggah about this stuff, where everything a little kid does has to have serious consequences. On the other hand, there have to be consequences that are appropriate. Society tends to speak only in terms of how adults respond, but that’s reactionary. What’s better is a wider belief and philosophy about what a human being should be like.
JJ: Why did you choose school violence as the focus of your career research?
RA: It has to do, in part, with growing up Jewish. If you look at all our holidays, it’s all about being a victim and how we respond as a society to victimization. Also, growing up in L.A. at the height of Bloods and Crips, gangs in schools … living at a time when there was a lot of racial tension. We lived in a much more violent society than we have right now. So it was the combination of the Jewish questions and what I saw around me growing up.
JJ: In an essay about Jews and school violence, you wrote that American Jews don’t perceive school violence as an American Jewish problem. Why is that?
RA: At the time, Jews were following what the rest of society was saying, and society had branded youth violence as a minority problem and a poverty problem. But what this whole focus on bullying has done has told all of America that this is a problem that cuts across all categories. No group or segment of our society is immune to bullying.
JJ: You also wrote that when you began your research, almost no scientific literature existed about Jews and darker issues, such as child abuse, family violence, drug addiction, mental illness or as suffering from problems such as bullying or school violence. Was this a way of keeping a low profile on ugly issues?
RA: The Jewish community in the United States understands that even though we love to see ourselves as a model community, and I think we are, we have problems like everybody else. We’re al’ kol am [a nation like other nations], and that’s a process partially influenced by Israel.
JJ: After you conducted the study in Israel, you reported that the country saw a 20 to 25 percent reduction in school violence rates, which you believe is related to the fact that the entire educational system made combatting school violence a top priority. Why hasn’t that happened in the United States?
RA: If you looked at the average high school pre-World War II, it had 500 students. After that, when people started moving toward factory models, schools followed. Instead of teachers patrolling hallways and saying hello, they became a math teacher, a history teacher, a science teacher, and the classroom became the domain of their work. But if you look at where bullying takes place, it happens in the hallway, the playground, the bathroom — all the places where a teacher’s professional role doesn’t exist. One idea is to move back to the old view, where a teacher sees the entire child and the entire school as their domain. That’s what the whole mission of education is supposed to be about.
JJ: You’ve complained that it’s been difficult to get exposure for your findings in the U.S. Jewish community. Since this interview is happening because of the release of a movie, would you say you owe a debt to Hollywood?
RA: [laughs] I owe a debt to Hollywood and to you. This is one of most in-depth interviews I’ve done — in 20 years. My stuff has been in Newsweek, Time, NPR, CNN — the only place I couldn’t crack was the Jewish news.
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