scholarly journals Predicting School Bullying Victimization: Focusing on Individual and School Environmental/Security Factors

2013 ◽  
Vol 2013 ◽  
pp. 1-13 ◽  
Author(s):  
Seokjin Jeong ◽  
Dae-Hoon Kwak ◽  
Byongook Moon ◽  
Claudia San Miguel
Keyword(s):  
School Safety ◽  
The United States ◽  
School Bullying ◽  
Future Research ◽  
Bullying Victimization ◽  
School Students ◽  
Public School Students ◽  
Private And Public ◽  
School Rules ◽  
Nationally Representative

Bullying behavior continues to be a salient social and health-related issue of importance to educators, criminal justice practitioners, and academicians across the country. While discourse on school bullying is abundant, previous studies are limited in explaining the predictive effect of factors such as individual/demographic variables, school environmental variables, and school antibullying preventive measures. Using a nationally representative sample of 12,987 private and public school students in the United States, the current study examines school safety measures and students’ perceptions about school environments (or climate), especially school rules and punishment. Findings reveal that the variables of security guards, fairness and awareness of school rules, gangs and guns at school, students misbehaving, and teachers’ punishment of students were statistically significant predictors of bullying victimization. Implications of these findings for school anti-bullying programs as well as directions for future research are discussed.

The Association Between Bullying Victimization and Fighting in School Among US High School Students

2022 ◽  
pp. 088626052110550
Author(s):  
Marco Chacon ◽  
Anita Raj
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Well Being ◽  
Total Sample ◽  
School Bullying ◽  
Emotional Behavior ◽  
Bullying Victimization ◽  
School Students ◽  
Nationally Representative

In-school fighting often results in severe punishment and compromised learning outcomes, without adequate consideration of contextual factors or student vulnerabilities. In this study, using a large, nationally representative data sample from the 2019 Youth Risk Behavior Survey ( N = 13677), we assessed associations between a history of bullying victimization (at school and online) and past year fighting at school among U.S. high school students. Multiple regression models were used, adjusting first for demographics, and then for demographics and emotional-behavioral risks (depressive symptoms, alcohol consumption, and sexual violence victimization), for the total sample and then stratified by gender/sex. Both cyberbullying and in-school bullying were significantly associated with past year in-school fighting for the total sample, with associations retained, but marginally attenuated in fully adjusted models (cyberbullying: AOR: 1.30; 95% CI: 1.01–1.66 and in-school bullying: AOR: 1.96, 95% CI: 1.57–2.45). Gender/sex-stratified models demonstrated retained associations for males (cyberbullying: AOR: 1.93; 1.51–2.46 and in-school bullying: AOR: 2.70, 95% CI: 2.18–3.34) and females (cyberbullying: AOR: 1.89; 1.33–2.68 and in-school bullying: AOR: 1.66, 95% CI: 1.19–2.33) after adjusting for demographics, but only for males after adjusting for demographics and emotional-behavior risk factors (cyberbullying: AOR: 1.43; 95% CI: 1.07–1.93 and in-school bullying: AOR: 2.25; 95% CI: 1.73–2.92). These results demonstrate a significant association between bullying victimization and fighting, which was amplified for male students, and partially explained by social and emotional risks. This suggests that punitive approaches to fighting in school may be resulting in compounded harms for already vulnerable adolescents and that support-oriented approaches emphasizing conflict resolution, social-emotional well-being, positive gender identity development, and bullying prevention may be more appropriate.

scholarly journals Locked, Loaded, and Ready for School: The Association of Safety Concerns With Weapon-carrying Behavior Among Adolescents in the United States

2020 ◽  
pp. 088626052096940
Author(s):  
Soumyadeep Mukherjee ◽  
Ziyad Ben Taleb ◽  
Philip Baiden
Keyword(s):  
High School ◽  
High School Students ◽  
The United States ◽  
Future Research ◽  
School Students ◽  
Weapon Carrying ◽  
Safety Concerns ◽  
Gun Carrying ◽  
Address Data ◽  
Nationally Representative

There is limited, if any, prior research exploring the potential link between adolescents’ safety concerns and their predisposition to possess weapons has been limited. This study aimed to examine the relationship between high school students’ perceived lack of safety and their weapons carrying behavior in a multiyear nationally representative sample of high school students. Information on self-reported weapons carrying in past month and gun carrying in past year, perceived lack of safety at school or during commute, being bullied and/or threatened, involvement in physical fights, and demographic characteristics were retrieved from Youth Risk Behavior Surveillance Survey data for 1991-2017. Generalized linear mixed models were used to address data clustering by survey year. Sampling design and sample weights were accounted for. Of a total number of 195,280 respondents with valid responses during 1991-2017, 18%, 7%, and 5%, respectively, carried weapon(s) in general, weapon(s) to school, and gun. On an average, 5% skipped school due to safety concerns. Missing ≥2 school days was associated with weapon (adjusted odds ratio [AOR]: 2.25; 95% confidence interval [CI]: 1.94 -2.61) and gun (AOR: 3.18; 95% CI: 1.81 -5.58) possessions, as well as weapons possession in school (AOR: 2.47; 95% CI: 1.96 -3.12). Experiences of weapons-induced injury(ies) or threat(s), and involvement in physical fights were other significant covariates in adjusted analyses. Compared with non-Hispanic whites, students of other racial/ethnic groups had significantly lower odds of possessing weapons. Perceived lack of safety emerged as a potential determinant of weapon carrying, a behavior with far-reaching public health concerns. While future research looking into the psychological motivations of possessing weapons is recommended, our findings offer a unique opportunity to address the crucial problems of school absenteeism induced by experiences of aggression and fears for safety as well as preempt the consequences of weapons-possession by adolescents.

STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities

2021 ◽  
pp. 089590482110199
Author(s):  
Jennifer A. Freeman ◽  
Michael A. Gottfried ◽  
Jay Stratte Plasman
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
The United States ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Stem Majors ◽  
Career And Technical ◽  
Nationally Representative

Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high school and college. Yet, little is known about the link between AS-CTE coursetaking and college STEM persistence for students with learning disabilities (LDs). Using a nationally representative data set, we found no evidence that earning more units of AS-CTE in high school influenced college enrollment patterns or major selection in non-AS STEM fields for students with LDs. That said, students with LDs who earned more units of AS-CTE in high school were more likely to seriously consider and ultimately declare AS-related STEM majors in college.

scholarly journals The COVID Connection: Pandemic Anxiety, COVID-19 Comprehension, and Digital Confidence

2021 ◽  
pp. 000276422110031
Author(s):  
Laura Robinson ◽  
Jeremy Schulz ◽  
Øyvind N. Wiborg ◽  
Elisha Johnston
Keyword(s):  
Logistic Models ◽  
The United States ◽  
Sociodemographic Factors ◽  
Future Research ◽  
Lower Probability ◽  
Data Set ◽  
Digital Inequality ◽  
Partner Status ◽  
General Anxiety ◽  
Nationally Representative

This article presents logistic models examining how pandemic anxiety and COVID-19 comprehension vary with digital confidence among adults in the United States during the first wave of the pandemic. As we demonstrate statistically with a nationally representative data set, the digitally confident have lower probability of experiencing physical manifestations of pandemic anxiety and higher probability of adequately comprehending critical information on COVID-19. The effects of digital confidence on both pandemic anxiety and COVID-19 comprehension persist, even after a broad range of potentially confounding factors are taken into account, including sociodemographic factors such as age, gender, race/ethnicity, metropolitan status, and partner status. They also remain discernable after the introduction of general anxiety, as well as income and education. These results offer evidence that the digitally disadvantaged experience greater vulnerability to the secondary effects of the pandemic in the form of increased somatized stress and decreased COVID-19 comprehension. Going forward, future research and policy must make an effort to address digital confidence and digital inequality writ large as crucial factors mediating individuals’ responses to the pandemic and future crises.

Race Differences in Youths’ Attitudes Toward Arming Teachers: Investigating the Role of Procedural Justice

2021 ◽  
pp. 0044118X2110466
Author(s):  
Faraneh Shamserad
Keyword(s):  
High School Students ◽  
Public Schools ◽  
School Violence ◽  
School Safety ◽  
Future Research ◽  
School Security ◽  
Security Measures ◽  
School Students ◽  
Racial Inequalities ◽  
Perceptions Of Fairness

Although school violence statistics indicate that schools are safe places, anxiety over school shootings continues to influence school safety reform to the extent that security measures in American public schools include the arming of schoolteachers. Furthermore, not only have youths’ perceptions of school security been relatively unexplored, existing research points to racial inequalities in the use of and the effects of school security practices. This study uses data from high school students across multiple school districts in a Midwestern county to examine how race and perceptions of fairness intersect to influence attitudes on arming teachers. The results suggest that, relative to White students, Black students are less supportive of arming teachers and anticipate greater decreases in safety if teachers are armed. In addition, perceptions of fairness mediate the effect of race on support and feelings of safety. Implications for policy and future research are discussed.

Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students

2021 ◽  
pp. 127-158
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
The United States ◽  
Project Based Learning ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
School Students ◽  
Preparation Programs ◽  
Fieldwork Experience ◽  
Psychology Course

Teacher preparation programs in the United States are expected to educate preservice teacher candidates through instructor-learner partnerships. Collaborative learning, project-based learning, and authentic assessment therefore are vital for preparing teacher candidates to teach in 7-12 grades. This chapter shares instances of instructor-learner partnership from an undergraduate educational psychology course via course-based and field-based assignments. First, an overview of constructivism is presented as foundational theory anchoring instructor-learner partnership in the teacher preparation course. Next, instructor-learner partnership is illustrated within a simulation task, technology-enhanced project, and fieldwork experience. Finally, instructor-learner partnership in formative assessment of course-based and field-based activities are illustrated. The chapter concludes with recommendations for inculcating instructor-learner partnership in teacher education courses, and directions for future research pertinent to instructor-learner partnership in teacher preparation programs.

scholarly journals Witnessing Cyberbullying and Internalizing Symptoms among Middle School Students

2020 ◽  
Vol 10 (4) ◽  
pp. 957-966 ◽  
Author(s):  
Diana M. Doumas ◽  
Aida Midgett
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Internalizing Symptoms ◽  
Somatic Symptoms ◽  
The United States ◽  
School Bullying ◽  
School Students ◽  
Cross Sectional ◽  
Cyberbullying Victimization ◽  
The Impact

Cyberbullying is a significant problem among school-aged youth. Cyberbullying peaks in middle school with 33% of middle school students reporting cyberbullying victimization and more than 50% reporting witnessing cyberbullying as bystanders. Although the association between cyberbullying victimization and internalizing symptoms is well documented, there is limited research examining the impact of witnessing cyberbullying on bystanders. To assess differences in internalizing symptoms between cyberbullying bystanders and non-bystanders, a school-based cross-sectional study was conducted among middle school students (6th–8th grade) in the United States (N = 130; 57.4% female; 42.6% male). Questionnaire data were analyzed using multivariate analysis of co-variance (MANCOVA) with three outcome variables (depression, anxiety, somatic symptoms) and the between-subject factor bystander status (bystander, non-bystander). We controlled for witnessing school bullying to examine the unique effect of witnessing cyberbullying on internalizing symptoms. Results of the MANCOVA indicated a significant effect for cyberbullying bystander status (p < 0.04). Post hoc analyses demonstrated that bystanders reported significantly higher levels of depression (p < 0.05), anxiety (p < 0.02), and somatic symptoms (p < 0.01) than non-bystanders. Findings suggest that programs to support students who witness cyberbullying are needed to reduce the mental health risks associated with being a cyberbullying bystander.

scholarly journals Association Between Bullying Victimization and Health Risk Behaviors Among High School Students in the United States

2015 ◽  
Vol 85 (12) ◽  
pp. 833-842 ◽  
Author(s):  
Marci Feldman Hertz ◽  
Sherry Everett Jones ◽  
Lisa Barrios ◽  
Corinne David-Ferdon ◽  
Melissa Holt
Keyword(s):  
United States ◽  
High School ◽  
High School Students ◽  
Health Risk ◽  
Risk Behaviors ◽  
The United States ◽  
Health Risk Behaviors ◽  
Bullying Victimization ◽  
School Students

scholarly journals Males’ Ability to Report Their Partner’s Contraceptive Use at Last Sex in a Nationally Representative Sample: Implications for Unintended Pregnancy Prevention Evaluations

2016 ◽  
Vol 11 (3) ◽  
pp. 711-718 ◽  
Author(s):  
Samantha Garbers ◽  
Roberta Scheinmann ◽  
Melanie A. Gold ◽  
Marina Catallozzi ◽  
Lawrence House ◽  
...  
Keyword(s):  
Unintended Pregnancy ◽  
Contraceptive Use ◽  
The United States ◽  
Sexual History ◽  
Future Research ◽  
Chi Square ◽  
Vaginal Sex ◽  
Multivariable Analyses ◽  
Nationally Representative ◽  
Sex Partner

Addressing and enabling the role of males in contraceptive choices may facilitate efforts to reduce unintended pregnancy rates and disparities in the United States, but little is known about males’ ability to report their partners’ contraceptive use. Data from the 2011-2013 National Survey of Family Growth from 2,238 males aged 15 to 44 years who had vaginal sex with a noncohabiting or nonmarital partner and were not seeking pregnancy were examined to tabulate the proportion of males able to report whether their partner used a specific contraceptive method use at last sex (PCM) by sociodemographic and sexual history characteristics. Logistic regression was used to assess odds of being unable to report PCM, adjusting for age and sexual history factors. Most (95.0%) were able to report PCM, with no difference by age group (chi-square = 7.27, p = .281) in unadjusted analyses. Males with a new sex partner (14.8% of the sample), compared with those with an established sex partner, had significantly higher odds of being unable to report PCM in bivariate (11.7% vs. 3.7%, chi-square = 39.39, p < .001) and multivariable (adjusted odds ratio [AOR]: 3.17, 95% confidence interval [CI: 1.74, 5.65]) analyses. Those whose last sexual encounter was more than 3 months ago also had higher odds of being unable to report in bivariate ( OR: 1.74, 95% CI [1.05, 2.87]) and multivariable analyses (AOR: 2.04, 95% CI [1.04, 4.03]). Most men were able report PCM, but reporting was significantly lower among men with new sex partners. To inform future research and evaluation relying on male report, validation studies comparing male report with partner report, specifically among new couples, are needed.

School-Based Interventions for Primary Prevention of Cardiovascular Disease: Evidence of Effects for Minority Populations

2000 ◽  
Vol 18 (1) ◽  
pp. 219-244 ◽  
Author(s):  
JANET C. MEININGER
Keyword(s):  
High School Students ◽  
Primary Prevention ◽  
The United States ◽  
Future Research ◽  
Minority Populations ◽  
School Students ◽  
Research Directions ◽  
School Based ◽  
Future Research Directions ◽  
School Based Interventions

The purposes of this review were to analyze and evaluate the results of school-based studies that have used population-wide approaches for primary prevention of cardiovascular diseases and to assess the extent to which strategies tested to date have been effective for minority populations in the United States. The literature included in the review was restricted to studies published between 1986 and August 1999; they sampled elementary, middle, or high school students and incorporated a control or comparison group. There were no consistent effects of school-based interventions on blood pressure, lipid profiles, or measures of body mass and obesity. There was evidence that changes in knowledge and health behaviors occurred. Findings are interpreted within the context of population-wide approaches to prevention, and recommendations for future research directions are discussed.

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