Unequally Safe: Association Between Bullying and Perceived School Safety and the Moderating Effects of Race/Ethnicity, Gender, and Grade Level

Yang, Chunyan; Lin, Xueqin; Stomski, Meg

doi:10.1080/2372966x.2020.1860427

Cited by 16 publications

(11 citation statements)

References 43 publications

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“…Feeling safe in school is a critical prerequisite for children’s successful learning, which in part explains why researchers have investigated whether such feelings are associated with peer victimization. A number of studies document associations between being a victim of bullying and feeling unsafe at school (e.g., Williams et al, 2018; Yang et al, 2021). These relations, however, are sometimes nonlinear.…”

Section: Victimization and School Safetymentioning

confidence: 99%

“…There is a small literature on racial/ethnic differences in victimization and perceived school safety; but that research is inconclusive (Lacoe, 2015; Yang et al, 2021). Little is known about whether victimization is related to perceived safety among students from different racial/ethnic groups who attend schools that vary in racial/ethnic diversity.…”

Section: Victimization and School Safetymentioning

confidence: 99%

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Diversity protects: The role of school and classroom racial/ethnic diversity on the experience of peer victimization during the middle school years

Graham,

Echols

2023

Dev Psychopathol

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The effects of school and classroom racial/ethnic diversity on peer victimization, self-blame, and perceived school safety were examined in a racially/ethnically diverse sample of students followed over the three years of middle school. Sixth grade students (N = 5,991, 52% female; M = 11.63 years) were recruited from 26 urban middle schools that systematically varied in racial/ethnic diversity. Based on student self-report, the sample was 31.6% Latino/Mexican, 19.6% White, 17.4%, Multiethnic/Biracial, 13% East/Southeast Asian, 10.9% Black, and 6.9% Other very small racial/ethnic groups. Each school had a structural diversity score based on the number and size of racial/ethnic groups enrolled. Using a novel method based on course schedules and class rosters, each student’s individual exposure to diversity in their classes was assessed to capture dynamic diversity. Latent growth modeling showed that structural school diversity and dynamic classroom diversity were both related to less victimization at the start of middle school and a decrease over time. Dynamic classroom diversity buffered the associations between victimization and self-blame and between victimization and perceiving school as unsafe. Dynamic classroom diversity was more protective than structural school diversity. Implications for practice, intervention and policies to promote school racial/ethnic diversity were discussed.

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Section: Victimization and School Safetymentioning

confidence: 99%

Section: Victimization and School Safetymentioning

confidence: 99%

Diversity protects: The role of school and classroom racial/ethnic diversity on the experience of peer victimization during the middle school years

Graham,

Echols

2023

Dev Psychopathol

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“…Although most school violence research examines microsystemic direct, indirect, and moderated effects (Espelage, 2014), research inclusive of exosystemic contexts (e.g., neighborhoods and youth-focused community recreational opportunities) aids in understanding and preventing school victimization (Foster & Brooks-Gunn, 2013;Schumann et al, 2014). Whereas recently published work (Yang et al, 2021) on school climate at the student and school levels in association with school bullying provides support for the social ecological model, the current study additionally examines microsystemic family factors and exosystemic community factors, with implications for larger-scale prevention and intervention.…”

Section: A Socio-ecological Model Of Violence Preventionmentioning

confidence: 99%

Adolescent risk and protection profiles for violence perpetration: Insights for family‐ and community‐based prevention

Doty

Lynne

Yourell

et al. 2023

Aggressive Behavior

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Youth violence continues to be a major developmental and health concern. Preventative resources at individual, family, and community levels may reduce risk, yet the extent to which youth violence perpetration differs by patterns of risk and protective factors remains unknown. Using data from the Florida Youth Substance Abuse Survey (N = 4630; 49% female; M age = 14.69), we conducted person-centered, latent profile analyses to identify four patterns for risk of violence perpetration among middle and high school youth. Youth in the Low Risk-High Protection profile (37%) had low likelihood of violence perpetration. Youth in the Low Risk-Low Protection profile (4%) were characterized by poor family functioning, low school belonging, and low community protection. These youth had similar odds of violence perpetration as youth in the Moderate Risk-Moderate Protection profile (44%), which were elevated compared to the Low Risk-High Protection profile. Youth in the High Risk-Low Protection profile (15%), which had the highest levels of risk factors and lowest levels of protective factors, had the highest likelihood of violence perpetration. The High Risk-Low Protection profile was expected based on past research, but the emergence of the Low Risk-Low Protection profile is a unique contribution to the research. Findings contribute to the literature by going beyond a cumulative risk model, identifying subgroups with various patterns of risk and protection in the population, and highlighting the importance of selected prevention for subgroups of youth with high risk or challenging family and community environments.

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“…Budgets are short and extracurricular activities are expensive. Comparing the costs with the benefits of attending, many people can agree that a minimum investment is required to start a new club, activity, or team that will give benefits to students and schools (Yang, Lin & Stomski, 2021).…”

Section: International Journal Of Applied Guidance and Counseling (Ij...mentioning

confidence: 99%

Impact of Extracurricular Activities on Academic Performance of Students at Secondary Level

Anjum

2021

IJAGC

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The present study aims to observe the impact of extracurricular activities on the academic performance of students at the secondary level in Multan city. All the students at the secondary level in the public sector of Multan city are the population of this study. Three hundred student’s 9th and 10th classes from (two) secondary schools from Multan city were selected. For this study, the researcher uses a simple random sampling technique. A total of 30 survey questions were developed based on Likert-scale type statement options (SA, A, N, DA, SDA), keeping in mind the objective of the study. The data were tabulated and analyzed by using descriptive statistical techniques. The MS-Excel is used for the descriptive analysis of the data. The study concluded that there is a severe need for the introduction of extracurricular activities, orientation programs for the students of secondary level. Extracurricular activities have a positive influence on students' life by improving their behavior, academic performance, better exam scores, more regular class attendance, a better self-image, due to these aspects which makes the students life more successful. Finally, the study suggests that Government should support the introduction of extracurricular activities in all secondary schools, allocate special funds, appoint special trainers/teachers, and fix their pay equal to other subject teachers.

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Unequally Safe: Association Between Bullying and Perceived School Safety and the Moderating Effects of Race/Ethnicity, Gender, and Grade Level

Cited by 16 publications

References 43 publications

Diversity protects: The role of school and classroom racial/ethnic diversity on the experience of peer victimization during the middle school years

Diversity protects: The role of school and classroom racial/ethnic diversity on the experience of peer victimization during the middle school years

Adolescent risk and protection profiles for violence perpetration: Insights for family‐ and community‐based prevention

Impact of Extracurricular Activities on Academic Performance of Students at Secondary Level

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