Bullying and Victimization Among Adolescents: The Role of Ethnicity and Ethnic Composition of School Class

The present study examined the relationships between ethnicity, peer-reported bullying and victimization, and whether these relationships were moderated by the ethnic composition of the school classes. Participants were 2386 adolescents (mean age: 13 years and 10 months; 51.9% boys) from 117 school classes in the Netherlands. Multilevel analyses showed that, after controlling for the ethnic composition of school class, ethnic minority adolescents were less victimized, but did not differ from the ethnic majority group members on bullying. Victimization was more prevalent in ethnically heterogeneous classes. Furthermore, the results revealed that ethnic minority adolescents bully more in ethnically heterogeneous classes. Our findings suggest that, in order to understand bullying and victimization in schools in ethnically diverse cultures, the ethnic background of adolescents and the ethnic composition of school classes should be taken into account.     

Participation in the Budgetary Process in Local Government

Direct democracy is seen as a means of reengaging citizens in the political process. However, it is a contested concept that requires further development by being grounded in a specific context. This article reports on research undertaken in Victorian local government where the New Public Management (NPM) has been in evidence for a number of decades which according to the literature has impacted on accountability to the broader community. The possibility of consultation and citizen participation in the local government budgetary process was examined. The results reported suggest that participation in the budgetary decisions in local government is possible.     

Divergence in Self- and Peer-Reported Victimization and its Association to Concurrent and Prospective Adjustment

Previous studies on victimization have either used self-reports of peer-reports, but correspondence between these measures is low, implying that types of victims may exist that differ in convergence between self- and peer-reported victimization. Importantly, the very few studies that do exist on such types were cross-sectional, and did not address the stability nor predictive validity in terms of adjustment of these types. Using a person-centered approach, the present study identified types of victims that were either convergent or divergent in self- and peer-reported victimization, and examined how these types differed in concurrent and prospective adjustment. Participants were 1,346 adolescents (50 % girls, mean age 14.2) who were followed for 1 year. Using Latent Profile Analysis, we identified two convergent types (self-peer identified victims and non-victims) and two divergent types (self-identified and peer-identified) of victims. The types were highly stable over time. Self-peer identified victims were not only concurrently but also prospectively the least well adjusted. Self-identified victims showed lower levels of emotional adjustment but did not show problems on social adjustment. On the other hand, peer-identified victims were at risk for social but not emotional maladjustment. The findings corroborate previous studies that suggest that self-reported victimization is related to emotional problems, while peer-reported victimization is more indicative of social problems. The findings also suggest that using self-reports or peer-reports only may lead to incomplete conclusions about victims’ adjustment on different domains.     

Advancing a Conceptual and Empirical Model of School Climate for School Staff in California

ABSTRACT

School climate is increasingly intertwined with efforts to create safe schools and improve social-emotional learning and academic outcomes. While current definitions of school climate implicate the decisions and actions of school staff members, the majority of school climate research focuses on the perspectives of students. This study presents an adapted model of school climate that focuses on the experiences of school staff members, and is one of the first empirical studies to explore a statewide data set of responses from staff members in California public schools. Results suggest that there are meaningful differences in the experiences of school climate for different staff members and that these differences should guide the assessments of school climate and changes to policies and procedures that may influence climate.     

Ignoramus, Ignorabimus? On Uncertainty in Ecological Inference

Thomas Gschwend Center for Doctoral Studies in Social and Behavioral Sciences, University of Mannheim, D7, 27, 68131 Mannheim, Germany e-mail: gschwend{at}uni-mannheim.de Ron J. Johnston School of Geographical Sciences, University of Bristol, Bristol BS8 1SS, UK e-mail: r.johnston{at}bristol.ac.uk e-mail: elff{at}sowi.uni-mannheim.de (corresponding author) Models of ecological inference (EI) have to rely on crucialassumptions about the individual-level data-generating process,which cannot be tested because of the unavailability of thesedata. However, these assumptions may be violated by the unknowndata and this may lead to serious bias of estimates and predictions.The amount of bias, however, cannot be assessed without informationthat is unavailable in typical applications of EI. We thereforeconstruct a model that at least approximately accounts for theadditional, nonsampling error that may result from possiblebias incurred by an EI procedure, a model that builds on thePrinciple of Maximum Entropy. By means of a systematic simulationexperiment, we examine the performance of prediction intervalsbased on this second-stage Maximum Entropy model. The resultsof this simulation study suggest that these prediction intervalsare at least approximately correct if all possible configurationsof the unknown data are taken into account. Finally, we applyour method to a real-world example, where we actually know thetrue values and are able to assess the performance of our method:the prediction of district-level percentages of split-ticketvoting in the 1996 General Election of New Zealand. It turnsout that in 95.5% of the New Zealand voting districts, the actualpercentage of split-ticket votes lies inside the 95% predictionintervals constructed by our method. Authors' note: We thank three anonymous reviewers for helpfulcomments and suggestions on earlier versions of this paper.An appendix giving some technical background information concerningour proposed method, as well as data, R code, and C code toreplicate analyses presented in this paper are available fromthe Political Analysis Web site. Later versions of the codewill be packaged into an R library and made publicly availableon CRAN (http://cran.r-project.org) and on the correspondingauthor's Web site.     

Social Intelligence and Academic Achievement as Predictors of Adolescent Popularity

This study compared the effects of social intelligence and cognitive intelligence, as measured by academic achievement, on adolescent popularity in two school contexts. A distinction was made between sociometric popularity, a measure of acceptance, and perceived popularity, a measure of social dominance. Participants were 512, 14–15 year-old adolescents (56% girls, 44% boys) in vocational and college preparatory schools in Northwestern Europe. Perceived popularity was significantly related to social intelligence, but not to academic achievement, in both contexts. Sociometric popularity was predicted by an interaction between academic achievement and social intelligence, further qualified by school context. Whereas college bound students gained sociometric popularity by excelling both socially and academically, vocational students benefited from doing well either socially or academically, but not in combination. The implications of these findings were discussed.     

Is Charter School Competition in California Improving the Performance of Traditional Public Schools?

A premise of charter school initiatives has been that these schools have direct benefits for the students attending them and indirect benefits for other students by creating competition for traditional public schools to improve their performance. This study uses a two-pronged approach to assess whether California charter schools are having indirect effects on students in traditional public schools. First, we examine how traditional public school principals react to the introduction of charter schools. Second, we assess whether competition from nearby charters is affecting student achievement outcomes for students that remain in traditional public schools. The survey results show that traditional public school principals felt little competitive pressure from charters. Similarly, the student achievement analysis shows that charter competition was not improving the performance of traditional public schools. These results suggest that California charter schools are having little effect on the climate of traditional public schools.