Ethnic Group Differences in Bullying Perpetration: A Meta‐Analysis

Vitoroulis, Irene; Vaillancourt, Tracy

doi:10.1111/jora.12393

Cited by 33 publications

(32 citation statements)

References 117 publications

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“…Although the great diversity in the types of harassment makes it impossible to determine a specific profile [8], the review of the literature has shown that ethnic minorities are prone to suffer this type of violence [17], especially among first generation migrants [18].…”

Section: Discussionmentioning

confidence: 99%

“…As with certain minorities, ethnic minorities are prone to being harassment victims [16], more so for first-generation immigrants than second-generation ones [17]. It is difficult to determine group differences in harassment actions [18]. There are factors such as ethnic identity that do have a direct influence [19], and even other factors such as the existence of low or very low socio-economic and cultural status [20].…”

Section: Introductionmentioning

confidence: 99%

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Bullying among Teens: Are Ethnicity and Race Risk Factors for Victimization? A Bibliometric Research

et al. 2019

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Bullying is a problematic situation that negatively affects thousands of children and adolescents in today’s world. The multicultural society resulting from globalization has caused different reactions throughout society. In the school context, some authors indicate that ethnicity and race are risk factors for being victims of bullying. Therefore, the purpose of this paper was to analyze the scientific production on racial or ethnic bullying with the greatest impact at present, considering nine variables: Publication date, authors, organizations, countries, journals, type of document, area of research, language, and reference with more impact (cites). We conducted a bibliometric study through systematic review, documentary quantification, and data visualization techniques. We analyzed 831 documents, with a notable increase in recent years (2011–2019), highlighting the production from Dewey Cornell (University of Virginia, Charlottesville, VA, USA). On the other hand, the results showed that ethnic identity constitutes a differential factor in harassment appearing, accompanied by very poor socio-economic and cultural levels favoring depressive tendencies and drug consumption in the ethnic harassed. In short, bullying has a negative impact both physically and psychologically on the victims. For this reason, we must continue to work from the school context to eradicate the situation that is affecting more and more people.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Bullying among Teens: Are Ethnicity and Race Risk Factors for Victimization? A Bibliometric Research

et al. 2019

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“…The relationship between ethnic/migration background and bullying is not clear. Two recent meta‐analyses showed large between‐study heterogeneity 44,45 . This may partly be explained by an important aspect in the process of bullying, namely that bullies single out victims as being different, 43 and what constitutes being different may vary in relation to the degree of homogeneity or heterogeneity of social circumstances in a given school setting.…”

Section: The Importance Of Individual Social Characteristicsmentioning

confidence: 99%

The Importance of Pedagogical and Social School Climate to Bullying: A Cross‐Sectional Multilevel Study of 94 Swedish Schools

Hultin

Ferrer-Wreder

Engström

et al. 2021

Journal of School Health

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BACKGROUND: Bullying is a public health issue with long-term effects for victims. This study investigated if there was an association between pedagogical and social school climate and student-reported bullying victimization, which dimensions of pedagogical and social school climate were associated with bullying, and if these associations were modified by individual-level social factors. METHODS: The study had a cross-sectional multilevel design with individual-level data on bullying from 3311 students nested in 94 schools over 3 consecutive school years. School climate was measured with student and teacher questionnaires, aggregated at the school level. The association between school climate and bullying victimization was estimated with multilevel mixed-model logistic regression. RESULTS: In schools with the most favorable school climate, fewer students reported being bullied. This was especially evident when school climate was measured with the student instrument. Students in schools with favorable climate had an adjusted odds ratio of bullying of 0.74 (95% CI: 0.55-1.00) compared to students in schools with the worst climate. Results from the teacher instrument were in the same direction, but less consistent. CONCLUSIONS: Improvement in school climate has the potential to affect students both academically, and socially, as well as decrease the prevalence of bullying.

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“…Previous studies have argued for differentiating between various ethnic groups in studying peer relationships and processes (Bikmen 2011;Vitoroulis and Vaillancourt 2018). By investigating two specific ethnic groups and not combining multiple immigrant groups, this study aimed to take into account the possibility that processes of friendship and rejection differ between ethnic groups.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

“…In the context of ethnically diverse classrooms, interethnic aggression may be perceived as behavior that reinforces ethnic boundaries. Previous research has shown that although ethnic groups might slightly differ in the extent to which they behave aggressively, same-and cross-ethnic aggression was equally common (Tolsma et al 2013;Vitoroulis and Vaillancourt 2018). Whereas this suggests that adolescents' aggressive behavior in itself may not highlight ethnic boundaries, it remains unclear how classmates respond to adolescents' same-and cross-ethnic aggression and, consequently, whether aggressive behavior might indirectly affect ethnic boundaries in classrooms.…”

Section: Introductionmentioning

confidence: 95%

Being Friends with or Rejected by Classmates: Aggression Toward Same- and Cross-Ethnic Peers

Hooijsma

Huitsing

Dijkstra

et al. 2019

J Youth Adolescence

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Whereas previous research suggests that adolescents' aggressive behavior in itself does not highlight ethnic boundaries, it remains unclear whether classmates' responses to same-and cross-ethnic aggression strengthen ethnic boundaries. This study examined how adolescents' aggression toward same-and cross-ethnic peers relates to the positive (friendship) and negative (rejection) relationship nominations they receive from same-and cross-ethnic classmates. Cross-sectional peer nomination data on 917 Dutch and 125 Turkish adolescents in 56 secondary schools were analyzed (mean age = 14.9 year; 51.4% boys). Adolescents received more friendship nominations from same-ethnic than from cross-ethnic classmates, but were not more rejected by cross-ethnic than same-ethnic classmates. Multilevel Poisson and negative binomial regression models showed that, irrespective of aggressor's ethnic background, adolescents' aggressive behavior was related to rejection by classmates from the ethnic group that was the target of aggression and to being befriended by classmates from the ethnic group that was not the target of aggression. Specifically, both Dutch and Turkish adolescents who were aggressive toward Dutch peers were rejected by Dutch classmates and befriended by Turkish classmates and vice versa. These findings suggest that classmates' positive and negative responses to adolescents are related to adolescents' aggressive behavior based on the ethnic background of the victim, not on the ethnic background of the aggressor. This suggests that integration between ethnic groups in schools relates to aggression in general, not only cross-ethnic aggression.

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Ethnic Group Differences in Bullying Perpetration: A Meta‐Analysis

Cited by 33 publications

References 117 publications

Bullying among Teens: Are Ethnicity and Race Risk Factors for Victimization? A Bibliometric Research

Bullying among Teens: Are Ethnicity and Race Risk Factors for Victimization? A Bibliometric Research

The Importance of Pedagogical and Social School Climate to Bullying: A Cross‐Sectional Multilevel Study of 94 Swedish Schools

Being Friends with or Rejected by Classmates: Aggression Toward Same- and Cross-Ethnic Peers

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