Literaturnachweis - Detailanzeige
Autor/inn/en | Yang, Chunyan; Manchanda, Sarah; Lin, Xueqin; Teng, Zhaojun |
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Titel | An Intersectional Examination of the Effects of Race/Ethnicity and Immigrant Status on School Victimization in Predominantly Hispanic/Latinx High Schools |
Quelle | In: School Psychology Review, 50 (2021) 2-3, S.303-315 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0279-6015 |
DOI | 10.1080/2372966X.2020.1840262 |
Schlagwörter | Race; Ethnicity; Immigrants; Victims; Bullying; School Violence; Hispanic American Students; High School Students; School Demography; Context Effect; Power Structure; Correlation; Incidence; Group Dynamics; Prevention; Adolescents; California Rasse; Abstammung; Ethnizität; Immigrant; Immigrantin; Immigranten; Victim; Opfer; Mobbing; School; Schools; Violence; Schule; Gewalt; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Schulbesuchsrate; Korrelation; Vorkommen; Gruppendynamik; Prävention; Vorbeugung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kalifornien |
Abstract | Guided by the theory of intersectionality and social identity theory, this study examined the interactive influences of both racial/ethnic majority status and immigrant status on students' school victimization experiences in predominantly Hispanic/Latinx high schools. Participants included 3,176 high school students in Grades 9 to 12 from four high schools in central California. Results of chi-square tests and regression analyses suggested that, after controlling for students' gender, grade, parent educational level, and status for receiving free and reduced price meals, Hispanic/Latinx students (racial/ethnic majority) reported lower levels of school victimization, as measured by both the prevalence rate and frequency level, in comparison to non-Hispanic/Latinx students (racial/ethnic minority). Immigrant status was not significantly associated with their school victimization experiences. Moreover, there was a significant interaction between students' racial/ethnic majority status and immigrant status on students' school victimization experiences. More specifically, among U.S.-born students, non-Hispanic/Latinx students reported higher victimization incidence rates than Hispanic/Latinx students, but no significant difference was found between Hispanic/Latinx and non-Hispanic/Latinx immigrant students. The findings highlight the importance of understanding context-specific group dynamics and the intersection of multiple group-level and individual-level identities to inform school violence prevention and intervention in diverse school settings. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |