The Experience of Victimisation among Muslim Adolescents in the UK: The Effect of Psychological and Religious Factors

Abstract

This study set out to explore the levels of victimisation experienced by Muslim adolescents in the UK, the extent to which victimisation is conceptualised in religious terms, and the extent to which individual differences in the experience of victimisation is related to personal factors, psychological factors and religious factors. Data provided by 335 13- to 15-year-old Muslim students from England, Northern Ireland, Scotland and Wales demonstrated that one in four Muslim students (25%) reported being bullied because of their religion. These students saw their religious identity as being a more important cause of their victimisation than their ethnicity, their colour, or their name. Male and female Muslim students were equally vulnerable to victimisation. Psychological and religious variables predicted individual differences in vulnerability to victimisation among Muslim students.

Educational Environments with Cultural and Religious Diversity: Psychometric Analysis of the Cyberbullying Scale

“…With regard to this educational problem, Pottie et al (2015) found that the consequences of discrimination are more negative for members of disadvantaged groups. Additionally, the majority of harassment experiences are inflicted on ethnic minorities (Rhee et al 2017) or those people with a different religion to the majority (Francis and McKenna 2018).…”

Religion and Personal Happiness among Young Churchgoers in Australia: The Importance of the Affective Dimension

“…The item endorsements indicated overall a high level of personal happiness among the young churchgoers with at least four out of every five participants expressing happiness with six of the ten domains itemised in the instrument: 88% were happy about how they were getting on with the people they know, and 83% were happy with their life as a whole. The fact that the proportion dropped to 77% who were happy with their school may indicate the potential tensions between faith and schooling (see Francis & McKenna, 2019). These data suggest that the new 10-item instrument introduced into the 2016 NCLS Children's Survey is an improvement over the 4-item measure employed in the 2011 NCLS Children's Survey (α = .62).…”

“…For example, Francis and Robbins (2005) demonstrated that students who self-identified as Christian recorded higher levels of anxiety about being bullied at school, compared with religiously unaffiliated students. In a more recent study Francis and McKenna (2019) focused specifically on the experience of victimisation among a sample of 3,105 13-to 15-year-old students who selfidentified as Christian and who attended worship services at least six times a year apart from special occasions (like weddings). These data demonstrated that 14% reported being bullied Pentecostal churches, and 316 other Protestant churches, with the remaining 66 attending unspecified congregations.…”

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

“…The application, through the videos, shows different cultural realities that students can observe from a critical perspective [123][124][125]. The reflection of intercultural content can lead to students modifying racial or ethnic prejudices and changing their vision towards certain classmates, avoiding, in the worst case, discriminatory attitudes towards minority students [126,127].…”