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Bullying among U.S. school children: An examination of race/ethnicity and school-level variables on bullying.

机译：美国小学生中的欺凌行为：对种族/族裔和学校级别的欺凌行为的检查。

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摘要

Bullying is unwanted aggressive behavior and a damaging experience that can violate a bullied child's civil and human rights. To understand and reduce bullying in U.S. schools, it is important to recognize students' self-reported experiences with and perceptions of bullying. This study responded to limited research on races/ethnicites and bullying among children and youth in U.S. schools, and to a relatively small focus on specific school-level variables (such as the densities of races/ethnicities in school, the school's ethnic diversity, the overall poverty level of the school, student/teacher ratio, and school locations) and several other variables of interest (such as the likelihood of joining in bullying, students' general satisfaction or dissatisfaction with school, and the size of a child's social networks, school safety) by bullying researchers.;This study utilized a combined data of the Olweus Bullying Questionnaire (OBQ) and the National Center for Education Statisitics (NCES) to examine the influence of races/ethnicities on bullying and generate multivariate regression models predicting bullying among 473,918 students attending 1,524 schools located in various communities in 45 states and the US Virgin Islands. Results revealed that students' races/ethnicities were significantly associated with peer victimization (being bullied) and bullying perpetration (bullying others) and on students' self-reported perceptions of how they liked school (i.e., general satisfaction or dissatisfaction with school), the likelihood of joining in bullying a student whom they did not like, how many friends they had in their class(es) (i.e., the size of a child's social networks in school), and how often they were afraid of being bullied by other students in their school (i.e., school safety).;In this study, multiracial students (i.e., those students who were identified as belonging to more than one racial/ethnic group) reported the highest rates of bullying involvement (30.6%), followed by those students who did not know their races/ethnicities (26.9%), African American (23.2%), White (20.6%), and Asian American students (18.5%). Hispanic students (17.9%) reported the lowest rates of involvement in bullying. Asian American students were more likely to be racially or ethnically bullied (e.g., were bullied with mean names or comments about their race or color) than their peers of other races/ethnicities in U.S. schools.;In terms of the relationship between several key school-level variables (such as the densities of racial/ethnic groups, the ethnic diversity, the overall poverty level, student/teacher ratio, and school locale) and bullying, results showed that the ethnic densities of African American and multiracial students were associated with a greater likelihhod of being bullied, and the ethnic densities of Asian American and Hispanic students were associated with a less likelihood of being bullied. Students were less likely to be bullied within a school context with a moderately high rate of school ethnic diversity, but the likelihood of being bullied appeared to increase if the ethnic diversity was too high. Students in schools located in town and rural communities were more likely to be bullied than students in urban and suburban areas. The school's overall poverty level moderated the relationship between races/ethnicities and bullying.;This study generated two multivariate regression models predicting bullying among children and youth. In the model predicting being bullied, the overall model was significant and explained 21.9% of the variance. The strongest predictor of being bullied in the model was school safety. The likelihood of joining in bullying, being in elementary school and high school, the size of a child's social networks in school, general satisfaction or dissatisfaction with school, the school's overall poverty level, being multiracial students, the ethnic density of Hispanic students, attending a school located in towns, and being a girl were also significant predictors. Student/teacher ratio did not predict being bullied.;In the model predicting bullying others, the overall model was significant and explained 14.1% of the variance. The strongest predictor of bullying others in the model was the likelihood of joining in bullying. School safety, general satisfaction or dissatisfaction with school, the school's overall poverty level, being in elementary school and high school, being African American and multiracial students, the density of Asian American students, attending a school located in towns, and the school's ethnic diversity were also significant predictors. Gender and student/teacher ratio were not associated with the likelihood of bullying others. Research and practical implications of these findings are discussed.
机译：欺凌是不受欢迎的侵略行为，是一种破坏性的经历，可能会侵犯被欺负儿童的公民权利和人权。为了了解和减少美国学校中的欺凌行为，重要的是要认识到学生对欺凌行为的自我报告和感知。这项研究回应了对美国学校中的种族/民族和欺凌行为的有限研究，并且相对较少地关注特定学校级别的变量（例如学校中种族/民族的密度，学校的种族多样性，学校的整体贫困水平，学生/老师的比例和学校的地理位置）以及其他一些令人关注的变量（例如参与欺凌的可能性，学生的总体满意度或对学校的不满以及孩子的社交网络的规模，学校安全）;该研究利用Olweus欺凌调查表（OBQ）和国家教育统计中心（NCES）的组合数据来检验种族/民族对欺凌的影响，并生成预测欺凌行为的多元回归模型473,918名学生就读于45个州和美属维尔京群岛各个社区的1,524所学校。结果显示，学生的种族/民族与同伴受害（被欺负）和欺凌行为（欺凌他人）以及学生自我报告的对学校的感觉（即，总体满意度或对学校的不满）的显着相关。参与欺负他们不喜欢的学生的可能性，班上有多少朋友（即，孩子在学校中的社交网络的规模）以及他们多久害怕被其他学生欺负在这项研究中，多种族学生（即那些被确认属于多个种族/族裔群体的学生）报告了最高的欺凌率（30.6％），其次是那些不知道种族/民族的学生（26.9％），非裔美国人（23.2％），白人（20.6％）和亚裔美国人（18.5％）。西班牙裔学生（17.9％）表示参与欺凌的比例最低。与美国学校中其他种族/族裔的同龄人相比，亚裔美国学生更容易受到种族或族裔的欺凌（例如，被欺负人的名字或种族或肤色的评论）。水平变量（例如种族/族裔群体的密度，种族多样性，总体贫困程度，学生/老师的比例和学校所在地）和欺凌行为，结果表明，非洲裔美国人和多种族学生的种族密度与被欺负的可能性更大，亚裔美国人和西班牙裔学生的种族密度与被欺负的可能性较小有关。在学校种族多样性较高的学校环境中，学生被欺负的可能性较小，但如果种族多样性过高，被欺负的可能性似乎会增加。城镇和农村社区学校的学生比城市和郊区学生更容易受到欺凌。学校的整体贫困水平缓解了种族/族裔与欺凌之间的关系。这项研究生成了两个多元回归模型，预测儿童和青少年之间的欺凌行为。在预测被欺负的模型中，整体模型很重要，可以解释21.9％的方差。在模型中被欺负的最强预测因素是学校安全。参加欺凌的可能性，在小学和高中时，孩子在学校中的社交网络的大小，对学校的总体满意度或不满意，学校的整体贫困水平，多种族的学生，西班牙裔学生的种族密度，就读小镇上的一所学校，还是女孩，也是重要的预言家。学生/老师的比率并不能预测被欺负。在预测欺负他人的模型中，整体模型很重要，可以解释方差的14.1％。在模型中，欺凌他人的最强预测指标是参与欺凌的可能性。学校安全，对学校的总体满意度或不满意率，学校的整体贫困水平，小学和高中，非裔美国人和多种族学生，亚裔学生的密度，在城镇就读的学校以及学校的种族多样性也是重要的预测指标。性别和学生/老师的比例与欺负他人的可能性无关。讨论了这些发现的研究和实际意义。

著录项

  • 作者

    Wang, Weijun.;

  • 作者单位

    Clemson University.;

  • 授予单位 Clemson University.;
  • 学科 Education Sociology of.;Social Work.;Sociology Ethnic and Racial Studies.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 160 p.
  • 总页数 160
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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