School Teasing and Bullying After the Presidential Election

Huang, Francis L.; Cornell, Dewey G.

doi:10.3102/0013189x18820291

Cited by 69 publications

(59 citation statements)

References 62 publications

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“…Similarly, political and/or election data pertaining to schools’ locations are not available from the SCS. Huang and Cornell () find evidence that localities’ political orientation was associated with increased bullying after the 2016 U.S. Presidential election. Future studies of both bullying and hate may consider the impact of local political leanings as well.…”

Section: Discussionmentioning

confidence: 99%

Stopping the Hate: Applying Insights on Bullying Victimization to Understand and Reduce the Emergence of Hate in Schools*

Lehman

2019

Sociological Inquiry

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Scholars and educators study how the school climate influences aggressive behaviors like bullying. Far less research examines the relationship between school climate and hateful actions. This study addresses that gap by examining students' perceptions and observations of the school climate with a nationally representative sample of U.S. middle and high school students. These data include reports of hateful verbal victimization and observations of hateful words and symbols. While some speculate that bullying and hate are separate phenomena, results indicate that school climates which reduce bullying victimization also reduce this study's measures of hate. One difference is that the presence of security guards or police has no effect on bullying victimization while it is associated with increased reports of hateful incidents. The results are interpreted in light of current efforts to reduce school violence and concerns over the role of harsh punishment and law enforcement in school. While one cannot conclude that bullying and hate are empirically distinct from these findings, they point to strategies to combine formal social control and efforts to improve school climate through forming positive social bonds between students and authority figures. This can keep students safe from both violence and hate.

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Section: Discussionmentioning

confidence: 99%

Stopping the Hate: Applying Insights on Bullying Victimization to Understand and Reduce the Emergence of Hate in Schools*

Lehman

2019

Sociological Inquiry

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“…Moreover, in a 2018 Pew Research Center survey, about half the Latino/a respondents said that the situation for Latino/as in the United States had worsened over the past year, the majority worried that they or someone they know could be deported, and two thirds said that the Trump administration's policies were harmful to Latino/as (Lopez et al, 2018). These patterns were reflected in a study of bullying by Huang and Cornell (2019), which found that in school localities in Virginia, in which a majority of voters had supported Trump in the 2016 election, student rates of reporting bullying incidents were 18% and 9% higher for responses indicating that they had been teased "because of their race or ethnicity," respectively. The authors found no meaningful differences across schools for these two indicators before the 2016 presidential election.…”

Section: Background and Theoretical Frameworkmentioning

confidence: 97%

Deportations Near the Schoolyard: Examining Immigration Enforcement and Racial/Ethnic Gaps in Educational Outcomes

et al. 2020

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With increased tensions and political rhetoric surrounding immigration enforcement in the United States, schools are facing greater challenges in ensuring support for their students of immigrant and Latino/a origin. This study examined the associations between deportations near school districts and racial/ethnic gaps in educational outcomes in school districts across the country. With data from the Stanford Educational Data Archive, the Civil Rights Data Collection, and the Transactional Records Access Clearinghouse, this study used longitudinal, cross-sectional analyses and found that in the years when districts had more deportations occurring within 25 miles, White-Latino/a gaps were larger in math achievement and rates of chronic absenteeism. No associations were found for gaps in English language arts achievement or rates of bullying. Implications for researchers, policymakers, and school leaders are discussed.

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“…As studies of bullying steadily increase in Mexico (e.g., Baruch-Dominguez et al 2016;Ramos-Jiménez et al 2017;Romo and Kelvin 2016), this may result in additional policy and school-based prevention efforts to address bullying. On the other hand, that Latinx US youth actually reported higher rates of victimization exposure than Mexican youth highlights a need to ensure US-based prevention programming is adequately addressing the risk posed to Latinx youth; a risk that may be on the rise given growing racial tensions in the current US political climate (Huang and Cornell 2019).…”

Section: Discussionmentioning

confidence: 99%

Cross-national Differences in Bullying Dynamics: Comparing Latinx Youths’ Experiences in Mexico and the USA

Waasdorp

Nguyen

Solis

et al. 2019

Int Journal of Bullying Prevention

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Although bullying is increasingly researched in the USA, there remains a limited study of bullying among Mexican youth. To address this gap, the present study compared bullying dynamics across the two countries, with a specific focus on Latinx youth in the US and Mexican youth. Data come from a large school-based survey of 3030 US self-identified as Latinx/Hispanic and 2211 Mexican adolescents. The survey utilized the US-derived term Bbullying^for the definition-based questions with the definitions and behaviors translated into the local Mexican Spanish dialect. Logistic regression results indicated that the prevalence of youth who bully is similar; however, more Mexican youth reported being a victim while more US Latinx youth reported witnessing bullying. US Latinx youths' responses to bullying reflect behaviors emphasized in bullying prevention programs whereas Mexican youth reported more retaliatory responses. This study informs our understanding of similarities and differences in bullying dynamics across contexts, which is critical to informing intervention development and adaptation to target locally relevant bullying behaviors. Keywords Bullying. Bystander response. Cultural comparison. Victimization Bullying is a form of peer aggression in which a person is exposed, repeatedly and over time, to negative actions on the part of one or more other persons-typically in situations where there is a power or status difference between the victim and the perpetrator (Gladden et al. 2014; Olweus 1993). In addition to physically aggressive acts, bullying includes actions such as threatening, teasing, name calling, ignoring,

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School Teasing and Bullying After the Presidential Election

Cited by 69 publications

References 62 publications

Stopping the Hate: Applying Insights on Bullying Victimization to Understand and Reduce the Emergence of Hate in Schools*

Stopping the Hate: Applying Insights on Bullying Victimization to Understand and Reduce the Emergence of Hate in Schools*

Deportations Near the Schoolyard: Examining Immigration Enforcement and Racial/Ethnic Gaps in Educational Outcomes

Cross-national Differences in Bullying Dynamics: Comparing Latinx Youths’ Experiences in Mexico and the USA

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