The Journal of school health · 2007
Not just pushing and shoving: school bullying among African American adolescents.
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Fitzpatrick Kevin M, Dulin Akilah J, Piko Bettina F
Аннотация
BACKGROUND: The primary purpose of this study was to examine the prevalence of bullying among a sample of African American adolescents and the risk factors associated with odds that a student engages in bullying behavior.
METHODS: Using a self-report school-based survey, 1542 African American adolescents from a single school district (grades 5-12) living in a midsized, Southern metropolitan region, were asked questions regarding bullying behavior and risk behaviors. A response rate of nearly 80% was obtained.
RESULTS: Our results indicate that bullying behavior was higher among this group of African American adolescents than reported for other general student populations (8-12%). In addition, age, family violence, negative peer relationships, and behavioral risks all contributed to increased odds of students reporting bullying behavior.
CONCLUSIONS: Our findings underscore the importance of intervention at an early age. Whether the intervention is in a formal or nonformal setting, specialists along with teachers, parents, and siblings need to begin a multipronged approach (data collection, training/education of school personnel, curriculum development, etc) to address the causes and consequences of bullying among adolescents.
METHODS: Using a self-report school-based survey, 1542 African American adolescents from a single school district (grades 5-12) living in a midsized, Southern metropolitan region, were asked questions regarding bullying behavior and risk behaviors. A response rate of nearly 80% was obtained.
RESULTS: Our results indicate that bullying behavior was higher among this group of African American adolescents than reported for other general student populations (8-12%). In addition, age, family violence, negative peer relationships, and behavioral risks all contributed to increased odds of students reporting bullying behavior.
CONCLUSIONS: Our findings underscore the importance of intervention at an early age. Whether the intervention is in a formal or nonformal setting, specialists along with teachers, parents, and siblings need to begin a multipronged approach (data collection, training/education of school personnel, curriculum development, etc) to address the causes and consequences of bullying among adolescents.