School bullying from a sociocultural perspective

Maunder, Rachel; Crafter, Sarah

doi:10.1016/j.avb.2017.10.010

Cited by 74 publications

(50 citation statements)

References 65 publications

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“…As a result, students from lower and working classes, or from ethnic minority backgrounds, have a greater cultural (habitus) gap to bridge, leading to less cordial relationships with teachers and school administrators. Given that the quality of relationships in schools are negatively related to bullying dynamics (Longobardi et al 2017;Maunder and Crafter 2018), it is possible that a habitus mismatch between disadvantaged students and teachers manifests itself in poorer relationship climates in schools with higher percentages of lower SES and ethnic minority students, leading to higher levels of bullying behavior.…”

Section: Social Habitus Relationship Climates and Bullyingmentioning

confidence: 99%

Understanding Classroom Bullying Climates: the Role of Student Body Composition, Relationships, and Teaching Quality

Dietrich

Cohen

2019

Int Journal of Bullying Prevention

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Scores of intervention programs these days apply instructional and, sometimes, systemic strategies to reduce bullying in schools. However, meta-analyses show that, on average, such programs decrease bullying and victimization only by around 20%, and often show no or negative effects in middle and high schools. Due to these sobering results, we propose the idea that bullying prevention for adolescents needs to focus more strongly on systemically informed relationship-building efforts. Building on past research, this study focuses on several aspects of relationships and classroom climate which are significant predictors of bullying behaviors: SES, ethnicity, and teaching quality. We propose the hypothesis that the link between classroom-level bullying and three classroom-level factors-students' SES background, students' ethnicity, and teaching quality-is mediated by the quality of student-teacher and student-student relationships (STR and SSR). The study uses multilevel structural regression modeling (M-SRM) to analyze a large and ethnically diverse American survey dataset (N = 146,044 students). Results confirm the hypothesis, showing that the relationships between SES and bullying, and between ethnicity and bullying, are entirely mediated by the quality of STR and SSR; the link between SES and bullying is even over-explained by the two relationship factors. Furthermore, the quality of STR is a positive predictor of medium strength (standardized coefficient = 0.45) of the quality of SSR. The findings suggest that schools with high levels of bullying behavior among students need to (re-)focus teacher professional development on relationship-building skills as well as instructional and a range of systemically informed improvement efforts.

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Section: Social Habitus Relationship Climates and Bullyingmentioning

confidence: 99%

Understanding Classroom Bullying Climates: the Role of Student Body Composition, Relationships, and Teaching Quality

Dietrich

Cohen

2019

Int Journal of Bullying Prevention

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“…Young athletes will learn established patterns of interacting and the characteristics that are highly valued in sport. Hence, in the groups or sports teams where aggression, dominance, and negative forms of interaction are normalized, bullying and harassment will become more common and frequent [54].…”

Section: Figure 1 Matrix Of Nine Vectorsmentioning

confidence: 99%

“…Therefore, even when information about certain relationships reaches them, they may not be adequately assessed. However, based on sociocultural theories, such a situation can be explained by the change of the phenomenon itself in various cultural contexts [54], although according to scientists, the still unpurified conception of bullying and harassment, which is the one that causes difficulties in recognizing this phenomenon [56], in the sports context as well [57], is a greater challenge. On the other hand, team punishments that resemble the army's traditions, when the whole team/group is responsible for one offender, can only promote general hostility towards the victim.…”

Section: Figure 1 Matrix Of Nine Vectorsmentioning

confidence: 99%

“Omerta” in Organized Sport: Bullying and Harassment as Determinants of Threats of Social Sustainability at the Individual Level

2019

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The interpretation of the evolutionary theory prevailing in sport, based on the approach that the strongest survive, varies with the rules inherent in the criminal world, forbidding to "take out" negative information about interrelationships, in this case, outside the team or group. Such traditionally established culture puts pressure on athletes to suffer from bullying and follow the "silence law". In the long run, this turns into a precondition for unsafe environment for athletes, which, due to negative consequences for the individual, can be identified as threats to social sustainability at the individual level. Such a situation is also indirectly approved by the heads and coaches of organizations. The latter, who lack competencies to resolve conflict situations, are left to solve arising problems on their own and do not receive any support from the management of organizations. Therefore, the aim of this research is to reveal the factors determining the specificity, emergence, and development of bullying and harassment in sport as threats to social sustainability at the individual level. The research was conducted using a semi-structured interview method with eight coaches representing team, individual, and duel sport branches. Inductive content analysis served as the basis for the data analysis. Research results disclosed factors determining the specificity of emergence of bullying and harassment in sport and hindering the entrenchment of social sustainability in sport at the individual level. The results revealed the euphemisms distinguished by coaches, which, in sport, have a positive connotation, such as "combativeness" and "sports anger" instead of the term "aggression". It was identified that coaches named aggressors as "harder players", "confident players", "active persons", "players-torpedoes", "emotional players", and "competitive players". Sports competition is justified in various forms. The emergence of bullying and harassment is grounded on "mastery differences", it is stated that abusive actions are experienced by "physically weak" players, while physical actions used by athletes are called "mischief"; verbal actions are "raillery". In addition, inadequate preparation of Lithuanian coaches to respond to bullying and harassment in their trained teams or groups on time and appropriately was identified. It turned out that sports organizations are not particularly interested in organizing trainings for prevention of destructive interrelations and intervention. Such kind of in-service training is left to the coach's initiative.

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“…Most of the previous studies used nomination rates. Given, however, the recent evidence for 'moderate' stability in the roles children adopt over time and their possible need to adopt multiple participant roles at the same time, depending on personal and situational factors (see Maunder & Crafter, 2018), self-ratings could be useful for uncovering children's perception of their behavior in various bullying incidents. Even though the self-report questionnaire that has been used in the present study is a well-fitted instrument according to its psychometric properties, future attempts should involve social desirability controls in self-reported measures in order to minimize the above limitation.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

“…Children may take several roles in addition to bully and victim, by helping the bully (assistants), laughing and providing the bully with positive feedback (reinforcers), sticking up for the victim (defenders) or remaining uninvolved and, thus, silently approve bullying (outsiders) (see also Gini, Albiero, Benelli, &Altoe, 2008). Research evidence has shown 'moderate' stability in the roles children adopt over time, implying that they may adopt multiple participant roles at the same time, depending on personal and situational factors (see Maunder & Crafter, 2018). Why someone chooses to defend a victim or to withdraw and stay silent in a bullying situation is still a puzzling question.…”

Section: Introductionmentioning

confidence: 99%

Bystanders in Bullying: Do ToM and Social Competence Skills Play a Role?

Metallidou¹,

Baxevani²,

Kiosseoglou³

2018

JEDP

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The present study aimed at investigating: (a) the direct effects of Theory of Mind (ToM) on elementary school children’s self-reports of participant roles in school bullying, (b) ToM’s indirect effects via self-reported social competence skills. Gender was examined as moderator. A total of 171 elementary school children (Ν = 95 girls) from 3rd to 6thgrade from Greek public schools participated in the study. Participants were examined individually through the administration of advanced ToM stories. Also, they were asked to complete in groups self-report questionnaires as regards their roles as bystanders in bullying situations and their social competence skills. Path analysis indicated significant positive direct effects of ToM on prosocial skills and defending behavior and a negative effect on assisting/reinforcing behavior. Significant indirect effects were found from ToM on bystanding behavior, via its direct effect on prosocial competence skills. Gender was not a significant moderator of the above relations.

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School bullying from a sociocultural perspective

Cited by 74 publications

References 65 publications

Understanding Classroom Bullying Climates: the Role of Student Body Composition, Relationships, and Teaching Quality

Understanding Classroom Bullying Climates: the Role of Student Body Composition, Relationships, and Teaching Quality

“Omerta” in Organized Sport: Bullying and Harassment as Determinants of Threats of Social Sustainability at the Individual Level

Bystanders in Bullying: Do ToM and Social Competence Skills Play a Role?

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