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ERIC Number: ED431162
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 19
Abstractor: N/A
Reference Count: N/A
The Role of Gender in Young Children's Teasing and Bullying Behavior.
Gropper, Nancy; Froschl, Merle
The purpose of this study was to investigate the role of gender in young children's teasing and bullying behavior. Observations and interviews were conducted with children in K-3 public school classrooms in urban and suburban locales with racially, ethnically, and economically diverse student bodies. The observations documented the gender of initiators and recipients, the nature of initiator and recipient behavior, and the responses of the teachers and adults present. Individual interviews were conducted with at least three children from each of the 25 classrooms included in the study. In the observed incidents, boys initiated three times as many incidents as girls; boys and girls were equally likely to be recipients; physical behavior predominated over verbal regardless of the gender of the initiator; among recipients boys were more physical and girls were more verbal in their responses to boy initiators; and although adults were always present, there was a consistent lack of adult intervention. In interviews with children, their perceptions about the gender of initiators and about the lack of intervention were in keeping with the observation results, and they expressed a unanimous desire for adults to intervene. The educational implications point to the important role that early elementary classroom teachers as well as parents need to play in helping to change the school environment so that teasing and bullying are not so prevalent. Teachers and other school staff as well as parents can be trained to take a proactive stance that will affect what children learn about "acceptable" gender roles in school settings and beyond. (Contains 29 references and 5 figures.) (Author/GCP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A