Parents and teachers’ perspectives on school bullying among elementary school-aged Asian and Latino immigrant children.

Abstract

Concerted efforts have been made to understand school bullying in the last decade; however, few studies have focused on Asian and Latino students. Recent research has proposed a social-ecological framework to study the influence of broader contexts-such as familial, school, and acculturation-on children's bullying involvement (e.g., Hong & Espelage, 2012). The aim of this study was to qualitatively examine the perspectives of teachers and parents of elementary school-aged Asian and Latino immigrant children on school bullying. Five focus groups with a total of 23 participants (Asian parents ϭ 9; Latino/a parents ϭ 6; teachers ϭ 8) were conducted at an elementary school in Southern California. Data were analyzed using the grounded theory methodology (Corbin & Strauss, 2008). Four themes emerged from the data: (a) parents' and teachers' beliefs of what constitute school bullying and its contributing factors, (b) the pervasiveness and impact of school bullying, (c) parenting challenges in the acculturative context, and (d) parents and teachers' utilization of intervention strategies. Although the findings suggest that parents and teachers possess a rather nuanced understanding of bullying and its detrimental impact, they also underscore the challenges faced by low-income immigrant families and the teachers in fostering home-school collaboration. Commonalities and differences in the experiences between Asian and Latino groups are highlighted, and suggestions for working with teachers and immigrant parents to prevent school bullying are discussed. Drawing from the study themes, a theoretical model that highlights the interrelationships of the themes is proposed for future research investigation.

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

“…Although our study does not reveal any association between child disrespect and making fun of culture, Shea et al, (2016) have shown that Latinos and Afro Americans are less prone than White Americans to victimization by bullying. 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.…”

Bullying Victimization Among Asian-American Youth: a Review of the Literature

“…Another study in Southern California indicated that 6th-grade Asian-American students were more likely to be a victim than their peers who were not Asians or Hispanics, whereas the two populations had the same probability of being both a bully and a victim (Mouttapa et al 2004). Previous qualitative research finds that Asian-American students experience physical, verbal, and relational harassment at school (Qin et al 2008;Shea et al 2016;U.S. Department of Education et al 2016).…”

“…Over half of the existing studies addressing the impacts of bullying victimization among Asian-American youth (5 out of 9; 55.6%) identified the impacts on mental health. For example, one qualitative study found that Asian-American elementary students who were bullied experienced emotional or mental issues (Shea et al 2016). Physical victimization and relational victimization were positively related to mental problems in terms of anxiety and depression among Chinese immigrant high school students in New York City (Yeh et al 2014).…”

Actitudes hacia la violencia y creencias culturales en adolescentes involucrados en violencia escolar

“…No solamente las creencias que tienen los alumnos acerca de la violencia escolar determinan su prevalencia, sino también las de los padres y profesores (Shea, Wang, Shi, Gonzalez, & Espelage, 2016). En el caso particular de los profesores, Yoon, Sulkowski & Bauman (2016) afirman que dependiendo de las creencias que los profesores tengan acerca de la gravedad de los abusos, así será su respuesta ante estos hechos.…”