Abstract
This research paper examines the factors that affect teachers’ perceptions of child maltreatment and their ability to recognize and report. My study begins my looking at lack of training, deterrents to reporting, and cultural and socioeconomic status that may affect perceptions child maltreatment. Furthermore, the study draws from Bronfenbrenner's Ecological Systems Theory, Pierre Bourdieu's theory of habitus, and symbolic interactionism. Finally, using an online anonymous survey with likert scale and open-ended questions, I collected data from teachers in Ohio varying from multiple different school districts. I ran cross tabs along with chi-square tests and did a content analysis on the open-ended question to find major themes. My results indicated that there are many different factors that affect teacher perceptions of child maltreatment, years of teaching, economic class, and experiences with physical punishments as a child, although many were unsignificant there were common trends. Although, I wanted to focus on cultural background, due to a lack of diversity I was unable to do so. In addition to this, there were commonalties in barriers faced when reporting. Common themes including fear, lack of support, and information. These themes coincide with those found in the literature review.
Advisor
Fitz Gibbon, Heather
Department
Sociology and Anthropology
Recommended Citation
Griffin, Stephanie Marilyn, "Teacher’s Perspectives, Barriers, and Training: Exploring Factors in Recognizing and Reporting Child Maltreatment" (2024). Senior Independent Study Theses. Paper 11083.
https://openworks.wooster.edu/independentstudy/11083
Disciplines
Arts and Humanities
Publication Date
2024
Degree Granted
Bachelor of Arts
Document Type
Senior Independent Study Thesis
© Copyright 2024 Stephanie Marilyn Griffin