Browsing by Subject "Campus carry"

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Concealed campus carry and the academic freedom of LGBTQ+ faculty : a case study
(2017-08) Phelps, Nicholas Daniel; Somers, Patricia (Patricia A.); Sharpe, Edwin Reese; Reddick, Richard J; Carroll, Claudia E
This study explores the perceptions of faculty who identify as LGBTQ+ of the impact of campus carry on their academic freedom and feelings of safety. This study employed a case study methodology, guided by self-determination theory’s (Deci and Ryan, 2000) tenets of autonomy, competence, and relatedness. This study explored three research questions: 1. To what extent do LGBTQ+ faculty perceive campus carry to influence their ability to freely teach, challenge, and otherwise interact with students in and out of the classroom? 2. To what extent do LGBTQ+ faculty perceive campus carry to influence their ability to freely pursue their research agenda? 3. To what extent to faculty believe their identity as LGBTQ+ influences their sense of safety and security at a campus on which campus carry has been implemented? Data were collected from ten total faculty interviews, an analysis of department statements regarding campus carry, and observations of two previously-recorded public forums on campus carry. Results indicated campus carry negatively impacts faculty perceptions of competence in teaching in potentially armed classrooms as well as faculty perceptions of safety and relatedness to their campus community. Results also indicated faculty are ardently striving to maintain and pursue autonomy in their research agendas. Faculty also expressed considerable concern for the safety of their LGBTQ+ students, students of color, and students from other marginalized backgrounds. Finally, faculty expressed a general perception of campus carry as a symbolic affront to them as academics by a conservative Texas legislature
Does concealed handgun carry make campus safer? A panel data analysis of crime on college and university campuses
(2016-05) Brandt, Jonathan Robert; Spelman, William; Wong, Patrick
The purpose of this report is to recommend and test an empirical strategy for assessing the impact that concealed carry policies have on crime at college and university campuses. I use panel data obtained from the Department of Education for all crimes reported on four-year, undergraduate, federal financial aid-receiving institutions between 2001 and 2014 to model the impact of campus carry legislation. Differences in legislation across states, time, and school types allow for estimation of a triple difference regression model. Results of OLS estimations show that campus carry has no significant observable association with rates of aggravated assault, sexual assault, robbery, burglary, and motor theft committed on campus at the 95% confidence interval. These results are robust to a number of different assumptions, including time lag and negative binomial modeling approaches. However, true effects may be difficult to determine precisely as model estimations present large standard errors. Notably, my analysis does not attempt to control for variables that may also influence campus crime rates, such as local economic conditions, gun ownership rates, or rates of concealed carrying on campus. This analysis is therefore only a starting point for further research and the results contained here should be considered preliminary. At most, my analysis may throw partisan narratives surrounding campus carry into some measure of doubt. In particular, results fail to demonstrate a measurable deterrent effect theorized by campus carry advocates, or a criminal enabling effect theorized by opponents of the policy. Regardless of crime changes, I suggest that policymakers considering this controversial measure should also weigh how concealed carrying policies may influence a variety of other variables, including student suicides – a full understanding of which requires considerable caution and further research.
Is happiness a warm gun? : an exploration of real or potential gun violence on teacher perceptions of their work, their workplace, and their professional futures
(2024-05) Lindo, Danielle Nicole; Childs, Joshua; Elizabeth Joswick; David DeMatthews; Brian Hill
As many American teachers have or will experience unsafe working conditions (McMahon et al., 2014), it is critical to understand the role real or potential violence can play in shaping teachers’ perceptions and experiences of their work. This study affirmed the critical need for researchers to understand teacher perceptions of workplace gun violence. It explored how public school teachers within a politically conservative county in Southern Colorado considered gun violence in relation to where they work and with whom they work with. Furthermore, findings highlighted how gun violence influenced teachers’ interaction with colleagues, students, and the broader community. This study’s findings have important considerations for how to best support teachers within educational environments and for designing policies and educator practices that consider the long-term impact of gun violence within the workplace.