Students Behaving Badly

Abstract

Students experience many forms of victimization at school, yet few studies address more than one form of victimization. In this study, we explored the incidence of multiple forms of peer victimization, including direct verbal and physical, relational, and sexual harassment victimization among urban middle school students. We examined the overlap and gender differences among victimization experiences. Further, social cognitive theory was used to better understand how victimization experiences influence beliefs about the acceptability of aggression. Youth in 6th through 8th grades (N=111) completed self-report measures assessing peer victimization experiences and normative beliefs about aggression. Results revealed overlap between victimization experiences, suggesting that students commonly experience multiple forms of victimization by peers. Males who were sexually harassed held the strongest beliefs supporting aggression in situations without provocation. Our findings suggest that direct physical/verbal, relational, and sexual harassment victimization are inter-related experiences among youth, and these experiences differ by sex.     

Over and above Gender Differences in Cyberbullying: Relationship of Gender Typicality to Cyber Victimization and Perpetration in Adolescents

ABSTRACT

The present study used a unique measure of self-perceived gender typicality to better examine the association of gender with cyber victimization and perpetration. Participants were 297 adolescent males and females recruited from independent schools in grade 8 (M_age = 13.8) and grade 10 (M_age = 15.8) who completed a self-report survey. Multiple regression analyses revealed that only for males, high other-gender typicality and low same-gender typicality were associated with high cyber victimization, but when same-gender typicality was high there was no association. Independent associations of same- and other-gender typicality with cyber perpetration were present only for males. Findings highlight that the importance of considering same- and other-gender typicality for adolescent boys’ engagement in cyberbullying.     

Sexual Harassment and Bullying Behaviors in Sixth-Graders

ABSTRACT

Sexual harassment is widely viewed as a form of bullying, but has received little attention in studies of middle school students. A survey of 109 6th grade students found that 29% of students reported at least one sexual harassment experience in the past 30 days, with 11% reporting harassment once per week or more. Although boys and girls reported similar rates of harassment, there were important gender differences-boys were more likely than girls to try to ignore sexual harassment, but girls were more likely to tell someone about their experience and to tell the perpetrator to stop. There was high concordance between sexual harassment and bullying for both boys and girls. These findings indicate the need to recognize the role of sexual harassment in bullying in middle school.     

Relational Victimization,Callous-Unemotional Traits,and Hostile Attribution Bias Among Preadolescents

The aim of this study was to investigate the association of callous-unemotional traits, hostile attribution bias, and relational victimization experiences among 228 Greek preadolescent students attending the last two primary school grades. No significant gender differences were found. Correlations showed positive associations among relational victimization, callous-unemotional traits, and hostile attribution bias. Multiple regression indicated that preadolescents with high callous and unemotional traits and hostile attribution bias who experienced physical aggression were more likely to be relationally victimized. Results emphasize the role of both personal and social-cognitive factors in relational victimization, and are discussed in terms of their practical implications.     

An Exploratory Study of Violence and Aggression Against Teachers in Middle and High Schools: Prevalence,Predictors, and Negative Consequences

ABSTRACT

Limited empirical findings suggest that teacher victimization at school is highly prevalent, with detrimental negative impacts on victimized teachers. Given the scarce body of literature on teacher victimization, further research is necessary to investigate its extent, predictors, and negative consequences. The present research, using a representative sample of 1,628 teachers in the southwest region of the United States, indicates a high prevalence of violence and aggression directed against teachers. Also, the research found that teachers’ uncertain and helping/friendly behaviors toward students were significantly related to various types of teacher victimization. Experiences involving the five victimization types (theft/property damage, physical assault, verbal abuse, sexual harassment, and noncontact aggression) are correlated with teachers’ self-reported job performance, student trust, safety at school, and thoughts about quitting. Directions for future research and policy implications are considered in the context of these findings.     

A Latent Class Analysis of Victimization Among Middle and High School Students in California

School victimization is associated with negative social-emotional outcomes and risky behaviors. Most studies have provided definitions and measures of victimization, depicting a limited characterization of victimization in schools. More nuanced analyses of school victimization are needed to assess the heterogeneous pattern of victimization in schools. The current study explored distinct victimization configurations in a diverse sample of 418,483 middle and high school students in California, utilizing latent class analyses to account for type and frequency of victimization. The results uncover four classes of victimization, including frequent verbal, physical, and sexual victimization; occasional verbal and physical victimization; verbal and sexual victimization; and no victimization. Older age was associated with a lower likelihood of frequent verbal, sexual, and physical victimization and African American youth were more likely to be classified in this class. Females were more likely to be in the verbal and sexual victimization class than males.     

社会性别视角下的性骚扰定义浅析

本文从社会性别视角出发对国内外学界有关性骚扰的定义进行分类和梳理,分析目前学界在性骚扰定义上的一些特点和异同点,目的在于从各种性骚扰的定义中剖析和归纳性骚扰的实质,为深入研究性骚扰的防治打下基础。     

关于性骚扰立法的几点思考--兼评《妇女权益保障法》相关条款

本文就中国性骚扰立法提出浅见。首先须准确界定性骚扰的概念,将公众场所性骚扰、女性对男性性骚扰、同性间性骚扰和非受雇性骚扰纳入性骚扰范畴;其次坚持以反性别歧视法为主的立法路径,明确雇主责任;最后应综合运用公法和私法手段,形成反性骚扰的法律体系。     

Responding to Gendered Violence Among College Students: The Impact of Participant Characteristics on Direct Bystander Intervention Behavior

ABSTRACT

Bystander intervention has been an effective strategy for crime prevention and has been successful in the context of campus sexual assault. Less is known about the extent to which individual-level factors correlate with intervention behavior in situations of intimate partner violence (IPV) and sexual harassment. The present study used a sample of 377 undergraduate student surveys on a campus without a bystander intervention program to examine the impact of individual-level participant factors on direct intervention across sexual assault, IPV, and sexual harassment scenarios. Findings demonstrated statistically significant differences where positive bystander attitudes and violence prevention efficacy correlated with direct intervention for sexual assault; positive bystander attitudes, personality extroversion, and exposure to a victim increased intervention behavior in an IPV scenario, and positive bystander attitudes and violence prevention efficacy increased direct intervention and lifetime experience of IPV decreased direct intervention in a sexual harassment scenario. Research and policy implications are discussed.     

Prevention and the Ecology of Sexual Harassment:

Sexual harassment is a pervasive form of sexual exploitation that has a devastating impact on women. Although there is an increasing literature on the development of policies and procedures to deal with sexual harassment situations, relatively little has been done either to address the diverse conditions that set the stage for harassment or to design preventive interventions. An ecological analysis of sexual harassment is used to identify individual, relationship and environmental risk factors and to formulate preventive approaches. The function of sexual harassment in organizations and the ways in which organizational climates contribute to harassment are discussed. The fostering of empowering climates is proposed as critical to prevention, and several dimensions of empowering climates are explored.     

从社会性别视角谈性骚扰的民事司法救济

随着中国法治建设的深入和公民法律意识的增强,性骚扰受害人寻求民事司法救济的情况不断增多。笔者从社会性别的视角,挖掘了性骚扰产生的根本原因,探讨了对性骚扰受害人进行民事司法救济的具体措施,分析了性骚扰民事司法救济中的难点,并提出了解决这些难题的相应对策。     

性骚扰与强奸——走向"性别中立"

在人权的视角下,性骚扰与强奸被认定为性暴力。性骚扰作为最新出现的性暴力,由女权主义的“对妇女的性骚扰”发展而来;而当今时代的强奸,则由古代的“强奸妇女”发展而来。无论强奸还是性骚扰,其发展方向都是走向“性别中立”。这有利于妇女的发展。     

The Positive Role of School Climate on School Victimization,Depression, and Suicidal Ideation Among School-Attending Homeless Youth

Although homeless youth face a higher risk of victimization and mental health problems, little is known about school victimization and mental health outcomes for school-attending homeless youth. This study examined the relationship between school climate and school-related victimization and mental health problems among homeless youth. Multivariate analyses were conducted to examine the relationship between school climate factors and school victimization, suicidal ideation, and depression tendency in a representative sample of 1,169 school-attending homeless youth in 9th and 11th grades in California. Findings show that school-attending homeless youth are at high risk of being victimized at school and have high rates of depression tendency and suicidal ideation. Positive school climate, especially perceived high expectations from teachers and safety in school, was associated with lower rates of school victimization and mental health problems. The role of supportive school climate in the lives of school-attending homeless youth is discussed and future implications are suggested.     

性骚扰是性别歧视吗:一个法理的追问

在美国的法律制度框架下,职场性骚扰属于1964年《民权法案》第七章所禁止的性别歧视行为。从规范法学的角度看,法院一开始并不接受性别歧视学说,后来因为逐步认定了性骚扰必然会涉及对受害人性别的选择这一事实,所以认为性骚扰属于性别歧视范畴。从法理学的角度,以麦金农等为代表的女性主义法学家建构了性与性别霸权的关系。同时,学者们认为司法上性骚扰的认定出现了"性欲主导模式",既存在规制过窄的问题,对无关乎"性"的性别骚扰过于忽视;又有规制过度的问题,反性骚扰话语与科层制反"性"管理话语相结合,对职场进行了过度管制。因此,有一种学说希望把性骚扰建构为维持性别刻板的工具。对于性骚扰到底错在哪里的追问,可以让我们反思侵权法模式与反歧视模式法的利弊得失。     

Context Matters: Reactive and Proactive Bystander Action to Prevent Sexual and Dating Violence in High Schools

ABSTRACT

Given high rates of relationship violence among adolescents, there is a need to understand variables that influence adolescents’ helping behaviors to reduce risk for dating and sexual violence (reactive) and promote prevention before violence happens or risk factors are evident (proactive). The current paper examined individual and school variables related to greater actionism in a large sample of high school students. Baseline, cross-sectional data used in the current analyses were gathered before intervention as part of a prevention program evaluation across 25 high schools in New England from students in grades 9–12 (N= 3,404). Students who self-reported a greater number of proactive actions taken were students who identified as sexual minorities, had a history of victimization, and were in schools with supportive peer norms. The current findings suggest a model for prevention that might include training individuals and attending to school level variables.     

The Relationship Between Bullying Victimization and School Avoidance: An Examination of Direct Associations,Protective Influences,and Aggravating Factors

This study examines the impact of bullying victimization on school avoidance by proposing the following hypotheses: (1) Net of other factors, students who have experienced bullying victimization are more likely to engage in school avoidance behaviors; (2) There are protective factors that will decrease this relationship between bullying victimization and avoidance behaviors; and (3) There are aggravating factors that will increase this relationship between bullying victimization and avoidance behaviors. Binary logistic regression models are estimated, using data from the 2011 National Crime Victimization Survey: School Crime Supplement, with a nationally representative sample of 6,547 middle and high school students. Findings provide strong support for the effect of bullying victimization on school avoidance, such that students who have experienced bullying are more likely to avoid places in school. Additionally, results suggest that participation in school activities and fear can influence the relationship between bullying victimization and school avoidance.     

Violence in school: An investigation of physical,psychological, and sexual victimization reported by Italian adolescents

In Italy, numerous studies have been carried out regarding the phenomenon of bullying; however, studies on single incidences of sexual, physical, and psychological victimization at school remain scant. Therefore the aim of this study is to examine the phenomenon of scholastic violence with a broader perspective, as well as all the possible perpetrators including adults. The sample consisted of 277 adolescents (64% female), ranging from grade 6th to 13th (mean age = 13.29, SD = 2.19). Sixty-four percent of the participants were middle school students, the remaining were high school students. Results show that the most commonly reported type of victimization is psychological violence (incidence= 77%), followed by physical (incidence= 52%), and sexual victimization (incidence= 24%). These forms of violence are mainly inflicted by peers. The research confirmed the validity of the tool and its applicability in the Italian context for screening violent behavior at school.     

Should I report? The role of general and sexual orientation-specific bullying policies and teacher behavior on adolescents’ reporting of victimization experiences

Empowering students to report peer victimization is a major part of bullying intervention. Nevertheless, although bullying often can be discriminatory (e.g., homophobic), there remains limited attention to how issues of diversity relate to students reporting their victimization experiences. Among 572 students in four Chilean high schools, we tested a model in which multiple factors predicted students’ consistency of reporting victimization. Students who perceived having a sexual orientation/gender identity-specific antibullying policy reported less frequently hearing teachers or staff make homophobic comments, and students who perceived having a general antibullying policy reported that teachers and staff more frequently intervened against homophobic behavior. In turn, hearing teachers and staff make fewer homophobic comments and seeing them more frequently correct homophobic behavior related to students reporting stronger trust in their teachers and staff. Finally, stronger trust in teachers and staff was associated with more consistently reporting victimization experiences.     

从性别视角对性骚扰立法模式的反思

性骚扰是涉及人格尊严与人身权利的重要法律问题。综观中国有关切实保障公民人身权益的法律法规,发现尚缺少社会性别视角,亦缺少具体有效、操作性强的规定。已启动的立法举措具有立法视角与思路的突破,标志着性骚扰成为受社会与法律制约的行为,但性骚扰立法仍缺少系统科学立法模式的统筹。笔者认为应创建性骚扰立法模式,制定统一的反性骚扰法案,以预防与制止性骚扰。     

性骚扰侵害客体的民法分析

文章从社会性别视角出发,结合民法人格权原理,分析已有关于性骚扰侵害客体的认识,指出所谓“贞操权”概念本身是男性对女性性压迫的传统社会性别意识的体现,它与当今社会人格平等的精神相悖,无存在之必要;“性骚扰侵害名誉权”的认识会导致对被搔扰者人格的贬低和被“污名化”;用人格尊严权解释性骚扰侵害客体,难以有效救济被骚扰者受到侵害的权利。而从性骚扰行为的基本特征出发,自然人的性自主权是它侵害的直接客体。文章还指出,职场性骚扰侵害的客体不限于受害人的民事权利,它还会侵害到其作为劳动者的工作环境权和就业平等权。