Routine activities and victimization at school: The significance of gender

Ann Marie Popp, Anthony A. Peguero

Research output: Contribution to journalArticlepeer-review

93 Scopus citations


Routine activities theory has not fully considered the role of gender in shaping victimization and yet, the research literature clearly demonstrates that gender is associated with an individual's risk of victimization. In addition to the pervasive effect of gender on victimization, gender shapes an individual's daily routines and thus may create a gender-specific relationship with victimization. This article explores the importance of gender in understanding the relationship between student's participation in extracurricular routine activities (e.g., student government, clubs, sports, and etc.) and the risk of victimization. From the Education Longitudinal Study of 2002, a sample of 10th-grade students was drawn for analyses. Hierarchical Generalized Linear Modeling was employed to explore the role of gender in the relationship between extracurricular routine activities and victimization at school. The results reveal that students' gender indeed interacts with several of the extracurricular routine activities creating gender-specific risks of victimization. This article highlights the importance of gender in explaining victimization and suggests researchers should consider how gender may interact with other routine activities and victimization.

Original languageEnglish (US)
Pages (from-to)2413-2436
Number of pages24
JournalJournal of interpersonal violence
Issue number12
StatePublished - Aug 2011
Externally publishedYes


  • gender differences
  • routine activities theory
  • student victimization

ASJC Scopus subject areas

  • Clinical Psychology
  • Applied Psychology


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