Bodies and Bullying: The Interaction of Gender, Race, Ethnicity, Weight, and Inequality With School Victimization

Kahle, Lindsay; Peguero, Anthony A.

doi:10.1080/15564886.2015.1117551

Cited by 31 publications

(23 citation statements)

References 43 publications

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“…As mentioned, bullying research often includes general or global assessments of any bullying or is limited to more traditional forms of face-to-face bullying experiences such as being physically taunted or ridiculed based on intentionality, repetition, and power imbalances (Gladden et al 2014 ; Olweus 1993 ; Solberg et al 2007 ). More recent research has begun to examine less traditional forms of victimization including cyberbullying (Fahy et al 2016 ; Fisher et al 2016 ; Hill et al 2017 ; Litwiller and Brausch 2013 ; Merrill and Hanson 2016 ) and forms of discriminatory harassment based on body composition, sexual identity and orientation, and race and ethnicity (Bucchianeri et al 2014 ; Carey et al 2018 ; Goebert et al 2011 ; Johns et al 2017 ; Juvonen and Graham 2014 ; Kahle and Peguero 2017 ; Mustanski et al 2016 ; Puhl et al 2016 ). However, there remains a dearth of research that has examined multiple individual types of victimization related to poor mental health outcomes in adolescence.…”

Section: Victimization Experiences and Mental Healthmentioning

confidence: 99%

Victimization Experiences and Mental Health Outcomes Among Grades 7 to 12 Students in Manitoba, Canada

Stewart-Tufescu

Salmon

Taillieu

et al. 2019

Int Journal of Bullying Prevention

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Victimization experiences, including traditional forms of bullying, discriminatory harassment, and cyber victimization, are associated with numerous detrimental consequences in adolescence and over the life course. The objective of the current study was to understand the relationships between nine experiences of victimization and mental health outcomes among students in grades 7 to 12 in Manitoba, Canada. Data were drawn from the 2012-2013 Manitoba Youth Health Survey (N = 64,174; response rate = 67%). Mental health outcomes included mental health functioning and emotional well-being, and feelings of sadness and hopelessness. The prevalence of moderate/languishing mental health functioning and emotional well-being ranged from 35.2% (boys in grades 7 to 9) to 51.0% (girls in grades 10 to 12). The prevalence of feeling sad and hopeless ranged from 31.4% (boys in grades 7 to 9) to 57.7% (girls in grades 10 to 12). All nine victimization types were associated with increased odds of having moderate/languishing mental health functioning and emotional well-being and feeling sad and hopeless for both boys and girls in grades 7 to 9 and 10 to 12, although some gender and grade differences were noted. A dose-response trend was found with increased odds of moderate/languishing mental health functioning and emotional well-being corresponding with increased frequency of being victimized. A similar trend was noted for girls only for feeling sad and hopeless. Effective prevention and intervention strategies targeting boys and girls and across grades 7 to 12 are needed to improve mental health functioning and emotional well-being, and reduce feelings of sadness and hopelessness among adolescents with victimization experiences.

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Section: Victimization Experiences and Mental Healthmentioning

confidence: 99%

Victimization Experiences and Mental Health Outcomes Among Grades 7 to 12 Students in Manitoba, Canada

Stewart-Tufescu

Salmon

Taillieu

et al. 2019

Int Journal of Bullying Prevention

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“…Target congruence has been widely studied as a predictor of sexual assault victimization among various populations: homeless young adults (Tyler & Beal, 2010), college students (Elvey, 2016), and adolescents (Livingston, Hequembourg, & Testa, 2007). The concepts have also been linked to hate crime (Waldner & Berg, 2008), bullying (Kahle & Peguero, 2017), school-based violent and property victimization among middle and high school students (Augustine, Wilcox, Ousey, & Clayton, 2002), victimization of the mentally ill (Silver, 2002), and inmate victimization (Wooldredge & Steiner, 2013).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Target Congruence as a Means of Understanding Risk of Intimate Partner Violence: A Comparison of Male and Female College Students in the United States

Elvey

McNeeley

2018

Crime & Delinquency

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This study examines the effects of routine activities and target congruence—or the extent to which an individual’s characteristics match up with offenders’ needs, motives, or reactivities—on intimate partner violence. We also examine whether the effect of target congruence is moderated by gender. Using a nationwide sample of more than 74,000 students from 129 universities across the United States, the results show that indicators of target antagonism, target gratifiability, and target vulnerability are associated with risk of physical and sexual intimate partner violence and that the importance of specific risk factors varies by gender. The results highlight the importance of target congruence in understanding victimization, and provide information that can direct policies to prevent intimate partner violence on college campuses.

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“…Future research is needed to replicate the current findings in more diverse samples and in all states so that the variability and diversity of enumeration in anti‐bullying policies across the country can be included and assessed in relation to educator biases. Moreover, insofar as interactions among social identities (eg, race, gender) can contribute to differential victimization risk, 27 investigation of how weight enumeration affects educators' weight‐related judgments of students across a range of gender identities and racial/ethnic groups represents a fruitful avenue for future research. Finally, our estimates of weight bias reflect educators' explicit attitudes and beliefs.…”

Section: Discussionmentioning

confidence: 99%

Reducing Educators' Weight Bias: The Role of School‐Based Anti‐Bullying Policies

Lessard

Puhl

2021

Journal of School Health

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BACKGROUND Educators' negative weight biases toward students with high body weight have been well‐documented. The present investigation examined whether inclusion of body weight in school anti‐bullying policies is associated with lower levels of weight bias among educators. METHODS Data on explicit weight bias was collected from a sample of secondary school teachers and principals in the United States (N = 246) and examined in relation to the presence of weight‐related language in each participant's school district anti‐bullying policy. RESULTS The results indicate that, although educators on average make negative judgments about individuals with high weight, these biases were lower for educators whose school district anti‐bullying policy included enumeration of body weight. Notably, this association did not hold when policies enumerated “appearance.” CONCLUSIONS The study findings suggest that the explicit mention of “weight” in school anti‐bullying policies may represent a feasible mechanism to reduce explicit weight bias among U.S. secondary school educators.

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Bodies and Bullying: The Interaction of Gender, Race, Ethnicity, Weight, and Inequality With School Victimization

Cited by 31 publications

References 43 publications

Victimization Experiences and Mental Health Outcomes Among Grades 7 to 12 Students in Manitoba, Canada

Victimization Experiences and Mental Health Outcomes Among Grades 7 to 12 Students in Manitoba, Canada

Target Congruence as a Means of Understanding Risk of Intimate Partner Violence: A Comparison of Male and Female College Students in the United States

Reducing Educators' Weight Bias: The Role of School‐Based Anti‐Bullying Policies

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