Michelle Miller, Linda C Halgunseth, Annamaria Csizmadia, Alaina Brenick
{"title":"参与者移民背景和性别在中学生对基于偏见的欺凌实际和假设经历的反应中的作用。","authors":"Michelle Miller, Linda C Halgunseth, Annamaria Csizmadia, Alaina Brenick","doi":"10.1080/00221325.2022.2095250","DOIUrl":null,"url":null,"abstract":"<p><p>The present study draws on socio-cultural theories and socio-cognitive theories as guiding frameworks to examine responses to bias-based bullying among 481 middle school youth (49% female; 15% immigrant; 36% minoritized ethnicity). Based on student self-report data, we examined: (1) whether middle-schoolers response strategies' from the perspective of the victim being excluded or bullied varied across three hypothetical bias-based bullying scenarios based on participant's immigrant background and gender and by target victim's ethnic im/migrant background (e.g. Arab, Latinx, Black); and (2) whether youth disclosure of actual bullying experiences (i.e. to whom they disclosed their bullying experience) differed by their immigrant background and gender. Findings revealed that none of the immigrant girls reported that they would hit the excluder from the perspective of the Latina hypothetical victim compared to when the hypothetical victim was Black and Arab. In response to their actual experiences, immigrant girls were least likely to tell anyone (e.g. peer, teacher, or parent) if they were bullied at school. Results highlight the importance of fostering family and school administration awareness of bullying victimization and the creation of culturally sensitive school interventions and policies for reporting and preventing the bullying victimization of immigrant children, particularly for immigrant girls.</p>","PeriodicalId":54827,"journal":{"name":"Journal of Genetic Psychology","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Role of Participant Immigrant Background and Gender in Middle School Youth's Responses to Actual and Hypothetical Experiences of Bias-Based Bullying.\",\"authors\":\"Michelle Miller, Linda C Halgunseth, Annamaria Csizmadia, Alaina Brenick\",\"doi\":\"10.1080/00221325.2022.2095250\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>The present study draws on socio-cultural theories and socio-cognitive theories as guiding frameworks to examine responses to bias-based bullying among 481 middle school youth (49% female; 15% immigrant; 36% minoritized ethnicity). Based on student self-report data, we examined: (1) whether middle-schoolers response strategies' from the perspective of the victim being excluded or bullied varied across three hypothetical bias-based bullying scenarios based on participant's immigrant background and gender and by target victim's ethnic im/migrant background (e.g. Arab, Latinx, Black); and (2) whether youth disclosure of actual bullying experiences (i.e. to whom they disclosed their bullying experience) differed by their immigrant background and gender. Findings revealed that none of the immigrant girls reported that they would hit the excluder from the perspective of the Latina hypothetical victim compared to when the hypothetical victim was Black and Arab. In response to their actual experiences, immigrant girls were least likely to tell anyone (e.g. peer, teacher, or parent) if they were bullied at school. Results highlight the importance of fostering family and school administration awareness of bullying victimization and the creation of culturally sensitive school interventions and policies for reporting and preventing the bullying victimization of immigrant children, particularly for immigrant girls.</p>\",\"PeriodicalId\":54827,\"journal\":{\"name\":\"Journal of Genetic Psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2022-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Genetic Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/00221325.2022.2095250\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2022/7/11 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Genetic Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/00221325.2022.2095250","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2022/7/11 0:00:00","PubModel":"Epub","JCR":"Q3","JCRName":"PSYCHOLOGY","Score":null,"Total":0}
The Role of Participant Immigrant Background and Gender in Middle School Youth's Responses to Actual and Hypothetical Experiences of Bias-Based Bullying.
The present study draws on socio-cultural theories and socio-cognitive theories as guiding frameworks to examine responses to bias-based bullying among 481 middle school youth (49% female; 15% immigrant; 36% minoritized ethnicity). Based on student self-report data, we examined: (1) whether middle-schoolers response strategies' from the perspective of the victim being excluded or bullied varied across three hypothetical bias-based bullying scenarios based on participant's immigrant background and gender and by target victim's ethnic im/migrant background (e.g. Arab, Latinx, Black); and (2) whether youth disclosure of actual bullying experiences (i.e. to whom they disclosed their bullying experience) differed by their immigrant background and gender. Findings revealed that none of the immigrant girls reported that they would hit the excluder from the perspective of the Latina hypothetical victim compared to when the hypothetical victim was Black and Arab. In response to their actual experiences, immigrant girls were least likely to tell anyone (e.g. peer, teacher, or parent) if they were bullied at school. Results highlight the importance of fostering family and school administration awareness of bullying victimization and the creation of culturally sensitive school interventions and policies for reporting and preventing the bullying victimization of immigrant children, particularly for immigrant girls.
期刊介绍:
The Journal of Genetic Psychology is devoted to research and theory in the field of developmental psychology. It encompasses a life-span approach, so in addition to manuscripts devoted to infancy, childhood, and adolescence, articles on adulthood and aging are also published. We accept submissions in the area of educational psychology as long as they are developmental in nature. Submissions in cross cultural psychology are accepted, but they must add to our understanding of human development in a comparative global context. Applied, descriptive, and qualitative articles are occasionally accepted, as are replications and refinements submitted as brief reports. The review process for all submissions to The Journal of Genetic Psychology consists of double blind review.