ERIC Number: EJ1063659
Record Type: Journal
Publication Date: 2015-Jun
Abstractor: As Provided
Reference Count: 41
Bullying in an Increasingly Diverse School Population: A Socio-Ecological Model Analysis
Lim, Seok Jeng Jane; Hoot, James L.
School Psychology International, v36 n3 p268-282 Jun 2015
Systematic research into bullying has a short history spanning about 40 years. However, investigations into school bullying from a multicultural context are especially limited. As schools in the 21st century become increasingly diverse due to rapid globalization and immigration, there is a need to consider bullying within changing populations. The goals of this study were three-fold. First, to explore the prevalence of bullying between refugee, immigrant, and native born children. Second, to explore the impact of immigration status, and age and gender on the prevalence of bullying. Finally, through a socio-ecological model framework, this study examined the influence of individuals and teachers upon bullying among refugee children. This study employed a mixed methodology consisting of both the Swearer Bully Survey and in-depth interviews. A purposeful sampling of 116 Grade 3 and Grade 6 students and 13 teachers from an inner city USA public school participated. Quantitative results suggest that statistically significant differences were found only in regard to grade level. A new image of the concept of "victim" emerged from the qualitative data. Refugee children responded as non "passive victims" in contrast to the "passive victim" adopted by immigrant and native born children.
Descriptors: Bullying, Cultural Pluralism, Interviews, Surveys, Incidence, Immigrants, Refugees, Citizenship, Age Differences, Gender Differences, Guidelines, Teacher Student Relationship, Sampling, Elementary School Students, Victims, Undocumented Immigrants, Elementary School Teachers, Urban Schools, Metropolitan Areas, Violence, Measures (Individuals), School Safety, Mixed Methods Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A