A Cluster Analytic Investigation of School Violence Victimization Among Diverse Students
Tóm tắt
Despite nationwide improvements in school safety, victimization at school continues and affects the well-being of a significant number of students. This study uses the California Healthy Kids Survey, a statewide surveillance instrument administered to students in grades 7, 9, and 11 in California ( N = 70,600) to address the multiple victimization experiences of students at school. The authors identify subgroups of students based on victimization experience; assess how perceptions of being targeted due to bias relate to cluster membership; and relate victimization to perceptions of school safety, depression, grades, truancy, and internal assets. Victimization rates are given across grade, gender, and ethnicity. Cluster analysis reveals five victimization subgroups—nonvictims, polyvictims, and victims who are predominantly sexually harassed, predominantly physically victimized, and predominantly teased. Compared to nonvictims, students who are victimized report worse outcomes on measures of psychosocial adjustment, with polyvictims faring the worst. Victims are more likely to perceive that they are targeted due to their gender or perceived sexual orientation. Implications for research and practice are provided.
Từ khóa
Tài liệu tham khảo
American Association of University Women., 2001, Hostile hallways: Bullying, teasing, and sexual harassment in school
Burky, W., 1988, The School Counselor, 35, 353
Centers for Disease Control and Prevention., 2004, Youth violence: Overview
Constantine, N., 2001, California Healthy Kids Survey Resilience Assessment Module: Technical Report
Craig, W.M., 1995, Exceptionality Education Canada, 5, 81
Crick, N.R., Werner, N.E., Casas, J.F., O’Brien, K.M., Nelson, D.A., Grotpeter, J.K., et al. (1999). Childhood aggression and gender: A new look at an old problem. In D. Bernstein (Ed.), Gender and motivation (pp. 75-141). Lincoln: University of Nebraska Press.
DeVoe, J.F., 2005, Indicators of school crime and safety: 2005 (NCES 2006-001/NCJ 210697)
Furlong, M.J., Sharma, B. & Rhee, S. ( 2000). Defining school violence victim subtypes: A step toward adapting prevention and intervention programs to match student need. In D. Singh & C. B. Aspy (Eds.), Violence in American schools: A practical guide (pp. 67-88). Washington, DC: National School Counselor Association.
Hanson, T.L., 2007, Measuring resilience and youth development: the psychometric properties of the Healthy Kids Survey (Issues & Answers Report No. 034)
Kilpatrick, D.G., 1999, Prevalence and consequences of child victimization: Results from the National Survey of Adolescents
Sousa, C., 1986, Preventing teen dating violence-3 session curriculum for teaching adolescents
Swearer, S.M., Peugh, J., Espelage, D.L., Siebecker, A.B., Kingsbury, W.L. & Bevins, K.S. ( 2006). A socioecological model for bullying prevention and intervention in early adolescence: An exploratory examination. In S. R. Jimerson & M. J. Furlong (Eds.), Handbook of school violence and school safety: From research to practice (pp. 257-274). Mahwah, NJ: Lawrence Erlbaum.