Bullying and Victimization Among Young Elementary School Children: The Role of Child Ethnicity and Ethnic School Composition

Jansen, Pauline W.; Mieloo, Cathelijne L.; Berkel, Anke Dommisse-van; Verlinden, Marina; Ende, Jan van der; Verhulst, Frank C.; Jansen, Wilma; Tiemeier, Henning

doi:10.1007/s12552-016-9182-9

Cited by 39 publications

(32 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Jansen et al (2016) have also shown that students from rigid cultures are more prone to become victims of disrespect especially when the theme of such bullying involves making fun of the victim's culture. Culture often provides a context for showing disrespect towards peers.…”

Section: Culturementioning

confidence: 99%

See 1 more Smart Citation

Where there is disrespect, you will find violence: The Demography of Child-on-Child Disrespect in Egyptian

Khalifa

2018

Int. j. soc. sci. humanit. invent.

View full text Add to dashboard Cite

PURPOSE: Demographic factors such as gender, residential status, family income, father's job, mother's job, father's education and mother's education play an important role in children's day to day lives, and especially in the disrespecting of children by their peers. The present study identifies the influence of these seven factors for the maltreatment of children through five dimensions: making fun of a child's accent, making fun the child's place of residence, making fun of the child's culture, making fun of the child's friends, and annoying a child because of his/her accent. METHODS: Exploratory Factor Analysis and Confirmatory Factor Analysis along with path diagrams are used to extract child disrespect from the three factors and Structural Equation Modelling (SEM) is run to verify the above factor structure and evaluate the influence of predictors for child disrespect by peers. FINDINGS: The significance test of p-values in the regression equation shows that gender, mother's education, and mother's job are the statistical predictors for the disrespecting of children at a 1% level of significance and mediate this effect through four of the five dimensions. CONCLUSION: The education levels of mothers play a major role in ameliorating the victimization of children by peer disrespect. Girls are more likely to be victimized than boys, and a mother's job also significantly ameliorates the peer disrespect shown to her children.

show abstract

Section: Culturementioning

confidence: 99%

“…Culture often provides a context for showing disrespect towards peers. Jansen et al (2016) have observed that children from ethnic minority backgrounds are often victims of name calling and social exclusion. Education in multicultural contexts has a positive relation with racist victimization.…”

Section: Culturementioning

confidence: 99%

Where there is disrespect, you will find violence: The Demography of Child-on-Child Disrespect in Egyptian

Khalifa

2018

Int. j. soc. sci. humanit. invent.

View full text Add to dashboard Cite

show abstract

“…Σε συμφωνία με την έρευνα των Graham και Junoven (2002) βρίσκονται και τα συμπεράσματα της μεταγενέστερης μελέτης των Jansen et al (2016)σε διαφορετικό όμως δείγμα. Στην συγκεκριμένη μελέτη, οι ερευνητές διερεύνησαν τη σχέση μεταξύ της εθνοπολιτισμικής προέλευσης, της εθνο-πολιτισμικής σύνθεσης του σχολείου φοίτησης και του Ε/Θ σε μαθητές δημοτικών σχολείων της Ολλανδίας.…”

Section: ε/θ και εθνο-πολιτισμική προέλευσηunclassified

“…Σε αντίθεση με τα παραπάνω, οι περισσότερες έρευνες όπως αυτές των Agirdag et al (2010), Durkin et al (2012), Jansen et al (2016), Tolsma et al (2013) και Vervoort et al (2008) υποστηρίζουν ακόμα πιο έντονα πως τα αυξημένα ποσοστά ετερότητας στην εθνοπολιτισμική σύνθεση του σχολείου φοίτησης τις περισσότερες φορές συμβάλλουν στην όξυνση των φαινομένων επιθετικότητας λόγω εθνο-πολιτισμικής προέλευσης.…”

Section: αλεξόπουλος κόκκινοςunclassified

“…από κάποιο άλλο. Μάλιστα οι Jansen et al (2016) κατασκεύασαν μια αντίστοιχη κλίμακα μέτρησης (0%-100%), σύμφωνα με την οποία τα σχολεία όπου οι μαθητές ανήκουν σε μόνο μία εθνο-πολιτισμική ομάδα βρίσκονται στο 0%, ενώ, όταν κάθε μαθητής ανήκει σε διαφορετική ομάδα, βρίσκονται στο 100%. Σύμφωνα με τη συγκεκριμένη κλίμακα, τα σχολεία με μέτριο βαθμό ετερότητας βρίσκονται στο 41%.…”

unclassified

See 1 more Smart Citation

Εθνο-Πολιτισμική Προέλευση Και Εκφοβισμός/Θυματοποίηση Σε Έφηβους Μαθητές

Alexopoulos

Kokkinos

2018

Ppej

View full text Add to dashboard Cite

The purpose of this study was to investigate the relationship between ethnic-cultural background and bullying/victimization among adolescent students. In particular, the study examined how gender, ethnic-cultural background and ethnic-cultural school composition were related to bullying/victimization, as well as to its forms and the role assumed by the participants. 163 students from five ethnic-cultural groups attending two junior high schools, one with high and the other with low ethnic diversity, completed a self-report questionnaire. Data analysis revealed that boys, members of the dominant ethnic-cultural group, scored higher in bullying/victimization than girls in the same group. Furthermore, Orthodox Greek students scored lower in victimization, while Muslim Turkish students scored higher. Between the two schools, students attending the school with higher ethnic-cultural diversity scored higher in bullying and victimization. Regarding the forms of bullying/victimization, all students scored higher in verbal and indirect/social bullying, whileboys scored higher in physical bullying as well. Also, students attending the school with higher ethnic-cultural diversity had high scores in all forms of bullying/victimization. Regarding participants' role distribution, boys were less likely to be victims than girls. Orthodox Greek students were more likely to be bullies, Muslim Turkish students were both bullies and victims, while Muslim Pomak, Romany and undefined ethnic-cultural background students were more likely to be victims. Findings are discussed in terms of their pedagogical implications

show abstract

Classroom ethnic diversity, teacher support, and peer victimization: Evidence from four European countries

Spiegler

Zingora

Jugert

2023

Infant and Child Development

View full text Add to dashboard Cite

We investigated how classroom ethnic diversity is associated with peer victimization, effects of ethnic minority/majority status, and if individual teacher support can buffer potentially negative effects of ethnic diversity. Using two theoretical perspectives (balance of power, ethnic competition), we hypothesized that (1) victimization is more prevalent at intermediate ethnic diversity and less prevalent at lower and higher ethnic diversity, (2) this curvilinear link is stronger for ethnic majority than minority students, and (3) peer victimization at intermediate levels of ethnic diversity is lower when teacher support is high. We conducted multilevel analyses based on the first wave of the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU). The analytical sample included 17,882 students, nested in 882 classrooms. Although our hypotheses received no support, the findings showed that diversity was linked to less victimization for ethnic minority student. Teacher support was linked to less victimization for ethnic minority students at every level of classroom diversity but especially when diversity was low and to less victimization for ethnic majority students in classrooms with intermediate to high ethnic diversity. We discuss our findings in light the theoretical approaches and underscore the role of teachers as a protective resource.

show abstract

Bullying and Victimization Among Young Elementary School Children: The Role of Child Ethnicity and Ethnic School Composition

Cited by 39 publications

References 41 publications

Where there is disrespect, you will find violence: The Demography of Child-on-Child Disrespect in Egyptian

Where there is disrespect, you will find violence: The Demography of Child-on-Child Disrespect in Egyptian

Εθνο-Πολιτισμική Προέλευση Και Εκφοβισμός/Θυματοποίηση Σε Έφηβους Μαθητές

Classroom ethnic diversity, teacher support, and peer victimization: Evidence from four European countries

Contact Info

Product

Resources

About