Bullying

Brank, Eve M.; Hoetger, Lori A.; Hazen, Katherine P.

doi:10.1146/annurev-lawsocsci-102811-173820

Cited by 55 publications

(55 citation statements)

References 84 publications

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“…Bullying affects student's academic achievement in various ways. Ammermueller (2012) found that being bullied has a significantly negative impact on present and future students' performance in school Brank et al (2012) indicated that bullying victims are weak, shy, and anxious. They added that victims' performance is poor in school and seek to avoid attending school classes for the purpose of avoiding victimization.…”

Section: Review Of Related Literaturementioning

confidence: 99%

The Impact of School Bullying On Students’ Academic Achievement from Teachers Point of View

Al-Raqqad¹,

Al-Bourini²,

Talahin³

et al. 2017

IES

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The study aimed to investigate school bullying impact on students' academic achievement from teachers' perspective in Jordanian schools. The study used a descriptive analytical methodology. The research sample consisted of all schools' teachers in Amman West Area (in Jordan). The sample size consisted of 200 teachers selected from different schools from Amman West area in Jordan. A self-administrated questionnaire was designed according to research objectives and hypotheses and distributed over research sample subjects. All distributed questionnaire were collected. They were, coded and analyzed by using SPSS version 18. The research results indicated that school bullying exists in all schools regardless if they are governmental or private ones. The study also concluded that school bullying affect student's academic achievement either victims or the bullies.

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Section: Review Of Related Literaturementioning

confidence: 99%

The Impact of School Bullying On Students’ Academic Achievement from Teachers Point of View

Al-Raqqad¹,

Al-Bourini²,

Talahin³

et al. 2017

IES

View full text Add to dashboard Cite

show abstract

“…to cause harm, it arises within relationships in which there is an imbalance of power or physical strength between perpetrators and victims, and it occurs repeatedly over time (Brank et al, 2012;Limber & Small, 2003;Olweus, 1995). Researchers recognize multiple types of bullying (Bauman & Del Rio, 2006;Brank et al, 2012;Cook et al, 2010;Crick, Ostrov, & Werner, 2006;Jordan & Austin, 2012;Rigby, 2003;Yoon & Kerber, 2003).…”

mentioning

confidence: 99%

“…Researchers recognize multiple types of bullying (Bauman & Del Rio, 2006;Brank et al, 2012;Cook et al, 2010;Crick, Ostrov, & Werner, 2006;Jordan & Austin, 2012;Rigby, 2003;Yoon & Kerber, 2003). Physical bullying refers to any bodily assault on the victim, such as hitting, kicking, or pushing.…”

mentioning

confidence: 99%

Male and Female Observers’ Evaluations of a Bullying Case as a Function of Degree of Harm, Type of Bullying, and Academic Level

Gentry

Pickel

2014

Journal of Aggression, Maltreatment & Trauma

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Acting as disciplinary committee members, participants listened to a school bullying case that varied in terms of type (relational or verbal), degree of harm (low or high), and academic level of the victim and defendant (high school or university). Participants' judgments (e.g., verdict, recommended sentence, seriousness, perceptions of both students) generally favored the victim when he experienced more rather than less harm, regardless of bullying type, and when the incident took place in a high school rather than a university. Additionally, women's judgments supported the victim more than men's. We propose that previous results suggesting that observers downgrade relational bullying occurred because no harm was specified. Moreover, we contend that observers relied on a "bullying schema" that includes the component that bullying occurs in primary and secondary schools, which led them to make less punitive judgments in the university case.

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“…Authority figures, particularly teachers and school administrators, are potentially given more disciplinary power, as reporting and intervening often depend on those in powerful positions to stop bullying. At the same time, mandatory reporting laws-which institute disciplinary measures against individuals who do not report events such as bullying that they have witnessed or been made aware of-permit more punishment of authority figures (Brank et al 2012;Cohen and Brooks 2014). Thus, the shift in the texts from characterizing bullies in overtly negative ways to encouraging adolescents to report and intervene potentially expands the scope of control, allowing for the punishment of more people, as individuals beyond the bully are increasingly held accountable.…”

Section: Discussionmentioning

confidence: 99%

The Gentle Neoliberalism of Modern Anti-bullying Texts: Surveillance, Intervention, and Bystanders in Contemporary Bullying Discourse

Meyer

2016

Sex Res Soc Policy

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The author argues for the concept of "gentle" neoliberalism to account for how discourse in anti-bullying texts has increasingly presented itself as gentle and kind, while simultaneously reinforcing systems of surveillance and control. Results, based on a grounded theory analysis of 22 antibullying books, reveal that the texts generally decoupled bullying from power relations based on sexuality, overlooking homophobia and heteronormativity and marginalizing the experiences of lesbian, gay, bisexual, and transgender (LGBT) youth. Further, findings demonstrate a shift over time in the texts from an explicitly harsh description of the bullies to a seemingly kinder emphasis on reporting and intervening on behalf of the individual being bullied. This shift to interventionist discourse potentially expands mechanisms of control and reinforces inequalities based on race and social class, as bystanders are increasingly held accountable and students are encouraged to report their peers to authority figures. In response to neoliberal anti-bullying discourse, the author argues for scholarship and policy solutions that undermine unequal power structures and yet also oppose surveillance strategies of monitoring, reporting, and intervening.

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Bullying

Cited by 55 publications

References 84 publications

The Impact of School Bullying On Students’ Academic Achievement from Teachers Point of View

The Impact of School Bullying On Students’ Academic Achievement from Teachers Point of View

Male and Female Observers’ Evaluations of a Bullying Case as a Function of Degree of Harm, Type of Bullying, and Academic Level

The Gentle Neoliberalism of Modern Anti-bullying Texts: Surveillance, Intervention, and Bystanders in Contemporary Bullying Discourse

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