Race-Based Bullying Victimization and Adjustment Difficulties: Racial-Ethnic Differences in the Protective Role of School Equity

Autor/inn/en	Fu, Rui; Perepezko, Ann L.; Bradshaw, Catherine P.; Waasdorp, Tracy Evian
Titel	Race-Based Bullying Victimization and Adjustment Difficulties: Racial-Ethnic Differences in the Protective Role of School Equity
Quelle	(2023), (47 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fu, Rui) ORCID (Perepezko, Ann L.) ORCID (Bradshaw, Catherine P.) ORCID (Waasdorp, Tracy Evian) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bullying; Racial Differences; Ethnicity; Victims; Resilience (Psychology); Substance Abuse; Behavior Problems; Psychological Patterns; Sleep; Middle School Students; High School Students; Student Attitudes; Justice; Student Experience; Mental Health; Educational Environment; Institutional Characteristics; Poverty; Cultural Relevance; Racism; Gender Bias; Social Bias; Maryland + Suchen Sie Ihr Suchwort? Mobbing; Rassenunterschied; Ethnizität; Victim; Opfer; Drug use; Drug consomption; Drogenkonsum; Schlaf; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schülerverhalten; Gerechtigkeit; Studienerfahrung; Psychohygiene; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Armut; Rassismus; Geschlechterstereotyp
Abstract	Race-based bullying (RBB) victimization is a significant concern among youth and can translate into a range of adjustment problems. As such, additional research is needed on possible protective factors that may buffer these effects among RBB victims. One potential factor is school equity, as it may buffer race-based bullying victims from maladjustment. This study sought to explore the role of school equity as a potential buffer for adjustment difficulties (i.e., internalizing, externalizing, sleep, and substance use problems) among race-based bullying victims and possible racial-ethnic differences in this association. Self-report data were collected from 8,977 middle and high school youth who self-identified as a bullying victim (51.31% were middle schoolers; 47.7% were males), of which 22.6% reported experiencing RBB. Results of multilevel analyses indicated that RBB victims showed higher levels of adjustment difficulties than victims who experienced general, non-RBB victimization. Student perceptions of school equity, at both the individual- and school-level, appeared to buffer the association between RBB and adjustment difficulties. Although a potential factor for all racial-ethnic groups, the function of individual-level equity was more pronounced among some ethnic groups (i.e., Asian and Latinx) than in others (i.e., Black), and the potential influence of school-level equity was stronger among Black victims than among others. Taken together, the findings highlight the importance of promoting school equity to buffer the potential influence of RBB victimization on adjustment difficulties, which was particularly salient among racial-ethnic minoritized subgroups. Implications for the Olweus Bullying Prevention Program and other prevention efforts are discussed. [This paper will be published in the "International Journal of Bullying Prevention."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01