在高等教育背景下重新审视欺凌的定义

Emmanuel Mensah Kormla Tay
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引用次数: 0

摘要

摘要本研究采用定性方法验证大学生认为构成高等教育欺凌行为的人际互动。数据来自对加纳两所公立大学和挪威一所公立大学的学生和管理人员进行的58次半结构化访谈,以显示国家差异如何影响欺凌行为。广泛的行为被确定为突出的主题,如“不便”、“排斥”、“恐吓”、“羞辱”、“嘘声、八卦和戏弄”、“性骚扰和不必要的触摸、爱抚和亲吻”,以及“忽视或面临敌意反应”。研究发现,被学生认定为欺凌的行为更加微妙,与日常人际交往交织在一起,使得识别、报告和纠正这些行为变得难以捉摸。学生们认为,他们对反欺凌结构的认识有限,由于规则实施缺乏透明度,威慑力不足,当局不承诺支持欺凌行为。该研究建议使用行为期望的沟通,并致力于建立反对欺凌的意识,以确保积极的社会心理学习环境。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Revisiting the Definition of Bullying in the Context of Higher Education
Abstract This study used a qualitative method to verify the interpersonal interactions that students consider to constitute bullying in higher education. The data came from 58 semi-structured interviews with students and administrators from two public universities in Ghana and one in Norway to show how national differences influence bullying. The broad range of behaviours identified highlighted themes like “inconveniencing”, “exclusion”, “intimidation”, “shaming”, “booing, gossiping, and teasing”, “sexual harassment and unwanted touching, fondling, and kissing”, and “ignoring or facing hostile reactions”. The study found that behaviours students identified as bullying are subtler and are intertwined with everyday interpersonal encounters, making identifying, reporting, and redressing them elusive. Students identified their limited awareness of anti-bullying structures, insufficient deterrence due to a lack of transparency in rule implementation, and noncommitment by authorities as favouring bullying. The study suggests the use of communication about behaviour expectations and a commitment to creating consciousness against bullying to ensure a positive psychosocial learning environment.
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CiteScore
5.40
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