School Connectedness and Bystander Intervention: The Moderating Role of Perceived Exclusion and Privilege among African American Students

Autor/inn/en	Knox, Jerica; Gibson, Stephen; Gönültas, Seçil; Mulvey, Kelly Lynn
Titel	School Connectedness and Bystander Intervention: The Moderating Role of Perceived Exclusion and Privilege among African American Students
Quelle	In: School Psychology Review, 50 (2021) 2-3, S.316-329 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2020.1846459
Schlagwörter	Sense of Community; Intervention; Social Isolation; African American Students; Bullying; Prevention; Middle School Students; Predictor Variables; High School Students; Grade 6; Grade 7; Grade 8; Grade 9; Computer Mediated Communication; Aggression + Suchen Sie Ihr Suchwort? Soziale Isolation; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Mobbing; Prävention; Vorbeugung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Prädiktor; High school; High schools; Oberschule; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Computerkonferenz
Abstract	As researchers and practitioners begin to take a bystander approach toward preventing bullying, which involves a power imbalance between two students, it is important to acknowledge that predictors of bystander intervention may look different in various groups of students. Though school connectedness has been suggested as a predictor, previous literature fails to examine how this relationship may look in students who are racially socialized to be aware of overall inequities in schools, such as African American students. Thus, the purpose of this study was to examine the moderating role of perceived exclusion/privilege in the school on the relationship between school connectedness and willingness to intervene in four acts of aggression (i.e., social exclusion, relational, cyber, and physical) among 183 African American sixth- and ninth-graders (51% female). Findings indicate that perceived exclusion/privilege in the school can decrease students' willingness to intervene in acts of aggression despite feeling connected to the school. (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