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ERIC Number: ED554342
Record Type: Non-Journal
Publication Date: 2013
Pages: 151
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-7818-4
ISSN: N/A
The Student's Perspective: Exploring Ethnic Group Variances in Bullying Behavior Using Mixed Methods Research
Grunewald, Stephanie A.
ProQuest LLC, Ph.D. Dissertation, Loyola University Chicago
Although bullying is a widely recognized problem among school-aged youth, current research has failed to adequately consider whether ethnicity impacts students' involvement in, and perceptions of, bullying behaviors. This study employed a mixed methodology to examine how an ethnically diverse sample of students in seventh and eighth grade described and perceived bullying within their school. Initially, the Student Comprehensive Assessment of Bullying Behavior-Revised (SCABB-R) (Varjas, Henrich & Meyers, 2008a) was administered to students attending a suburban middle school in the Midwest (N = 750; 391 males, 359 females). Individual interviews were then conducted to further explore students' perspectives of bullying (N = 16; 7 boys, 9 girls). The results from the surveys and from the interviews revealed some convergence, but differences did appear. Nonetheless, the findings revealed that ethnicity did impact reported bullying behaviors as well as perceived reasons for being bullied. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A