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dc.creatorComer, Benjamin P.
dc.date.accessioned2024-09-25T21:35:55Z
dc.date.available2024-09-25T21:35:55Z
dc.date.issued6/13/2024
dc.identifier.urihttps://doi.org/10.3390/socsci13060316
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/65929
dc.descriptionThe current review explores multiple definitions of school shootings used by myriad data collection platforms and by various scholars. Importantly, the impacts of definitional discrepancies on inclusion criteria, data divergence, research, policy, and public perception are discussed at length. The review concludes with a call to Criminologists and school gun violence scholars to better collaborate on what should be considered a "school shooting" and lists five benefits that may result from modifying school gun violence definitions and data collection methodologies.
dc.languageen
dc.publisherMDPI AG
dc.sourceSOCIAL SCIENCES-BASEL
dc.titleDefinitional Discrepancies: Defining "School Shootings" and Other Incidents of Gunfire Affecting Schools
dc.typeArticle
dc.rights.licenseCC BY 4.0
local.collegeAddRan College of Liberal Arts
local.departmentCriminology and Criminal Justice
local.personsComer (CRJU)


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