Who gets bullied? The effect of school, gender and ethnic group

Siann, Gerda; Callaghan, Margaret; Glissov, Peter; Lockhart, Ruth; Rawson, Lorraine

doi:10.1080/0013188940360202

Cited by 81 publications

(59 citation statements)

References 3 publications

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“…This result is consistent with several studies (Berger, 2007;Caravita et al, 2012;Cosma & Baban, 2013;Jansen et al, 2012;Khamis, 2015;Siann et al, 2006;Silva et al, 2013;Tayli, 2013;Wang et al, 2009;Wu et al, 2015). In addition, the study also supports previous literature that says boys were more victimized by their fellow boys than girls being victimized by girls (Shujja et al, 2014).…”

Section: Discussionsupporting

confidence: 83%

“…With regard to gender differences in school bullying experience, several studies have shown that boys were more involved as perpetrators and victims than do girls (Berger, 2007;Caravita, Gini, & Pozzoli, 2012;Cosma & Baban, 2013;Jansen et al, 2012;Khamis, 2015;Siann, Callaghan, Glissov, Lockhart, & Rawson, 2006;Silva et al, 2013;Tayli, 2013;Wang et al, 2009;Wu et al, 2015) and were more likely to be victims of direct form of bullying such as physical fights (Cheng et al, 2010;Jansen et al, 2012;Lai et al, 2008;Shujja et al, 2014;Silva et al, 2013;Uwusu et al, 2011) while girls were more likely to experience relational bullying (Cheng et al, 2010;Silva et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

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When Kids Hurt Other Kids: Bullying in Philippine Schools

Sanapo¹

2017

PSYCH

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This research looked into prevalence rate of bullying victimization and perpetration as well as teachers' response to bullying incidence in the Philippines. A total of 340 sixth graders from five different schools in Western Visayas participated in the study. Slightly more than half (54.1%) of the sample were boys and 45.9% were girls. Descriptive statistics were used to analyze data gathered from the survey. Children's self-reports revealed that prevalence rate for victimization was 40.6% and that for perpetration was 23.8%. Similar to previous literature, results also showed that there were significantly more boys than girls who reported to be victims (χ verbal reprimands, temporary removal from class, withdrawal of privileges, and suspension, which were imposed on individuals involved in bullying as bullies. Although all teachers and school personnel were required to report bullying cases they had knowledge of to the child protection committee in their institution, very few did so. These findings suggest the need for a more effective bullying prevention program and a careful examination of the implementing rules and guidelines of RA 10627, otherwise known as the Anti-Bullying Act of 2013.

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Section: Discussionsupporting

confidence: 83%

Section: Introductionmentioning

confidence: 99%

When Kids Hurt Other Kids: Bullying in Philippine Schools

Sanapo¹

2017

PSYCH

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“…However, in the Sheffield study undertaken by Whitney and Smith (1993), gender differences were not apparent in levels of victimisation, but boys were more likely than girls to be bullies. Moreover, boys were more subjected to direct bullying or open attacks, while girls were more susceptible to social isolation and exclusion from the peer group, a finding replicated in many, but not all, studies of bullying (see for example Siann et al 1994; Stephenson and Smith bullied other pupils, but they found that fewer girls than boys retaliated when they were victimised.…”

mentioning

confidence: 66%

“…The studies in Scandinavia, Britain, and Ireland have generally reported higher rates of school bullying among boys in primary and middle schools (Olweus, 1990;Chazan 1989;Stephenson and Smith 1989;O'Moore and Hillery 1989;Boulton and Underwood 1992) and in secondary schools (Siann et al 1994;Dale 1992). However, in the Sheffield study undertaken by Whitney and Smith (1993), gender differences were not apparent in levels of victimisation, but boys were more likely than girls to be bullies.…”

mentioning

confidence: 99%

Who's Who in the Pecking Order?: Aggression and 'Normal Violence' in the Lives of Girls and Boys

Phillips¹

2003

British Journal of Criminology

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Recent research has focused on the aggression and violence experienced by young people in local schools and neighbourhoods. Self-report bullying, victimisation and offending studies have documented the pervasive nature of this violence in the lives of young people and the legitimacy that it has. This paper explores some emergent themes in this research which spans different disciplines, also drawing heavily on the findings from a small, exploratory study of girls' violence. The discussion centres on the social context of aggression and violence, the functionality of such behaviour, and its normalisation in adolescent life. The paper concludes by examining the implications of this body of work for theory, policy and practice.

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“…Alternatively, social interactions, relationship experiences and representational processes of reciprocal roles are contributing to the development of bullying behaviors. And, even though victims of peer aggression differ from nonvictims in a number of ways, it is often misleading to attribute the victim's vulnerability to physical strength (Olweus, 1978), disability (Naylor, Granizo, Tantam & Deurzen, 2005), race or ethnicity, sex or religious orientation (Mellor, 1999;Rivers, 2001;Siann, Callaghan, Glissov, Lockhart, & Rawson, 1994), to mental disabilities (Tattum, 1989), or to special education needs (Tattum, 1997). But it would be an equal fallacy to expect that the quality of relations or social environments affect every child in the exact same way.…”

Section: Introductionmentioning

confidence: 99%