Gender Differences in Dating Aggression and Victimization Among Low-Income, Urban Middle School Students

Partner Abuse ◽  
2015 ◽  
Vol 6 (4) ◽  
pp. 383-402 ◽  
Author(s):  
Michele Cascardi ◽  
Sarah Avery-Leaf

Emerging research on dating aggression in early adolescence suggests that it occurs as early as 6th grade. However, our understanding of dating aggression during this developmental phase remains limited. The primary purpose of the current study was to examine gender differences in various potentially harmful dating behaviors, including physical and psychological dating aggression and victimization as well as jealous, controlling, and monitoring behaviors in a low-income, urban sample of middle school students (N = 3,174). Approximately 40% of youth reported physical dating aggression as a perpetrator or victim. Girls endorsed all forms of physical aggression at a higher rate than boys with one exception: physical restraint. Regarding physical dating victimization, boys reported higher rates of having been slapped; scratched; or kicked, bit, or hit than did girls. There were no statistically significant gender differences in the frequency of injury to self (6% of boys, 2% of girls) or partner (4% of boys and 5% of girls injured a partner). Although the overall injury rate was low, it was not inconsequential. Regarding other potentially harmful behaviors, girls and boys reported jealous accusations, monitoring and spiteful verbal and nonverbal retaliation with the highest frequency. Although, the vast majority of dating aggression was characterized as “just playing around,” many youth demanded apologies and a substantial minority broke up as a result of dating aggression. Of note, boys were significantly more likely to “do nothing” in response to dating aggression compared to girls. Results highlight the complex, variable meaning of aggression, jealousy, and control in early adolescent dating relationships.

2017 ◽  
Vol 55 (4) ◽  
pp. 570-591 ◽  
Author(s):  
Adam Voight ◽  
Regina Giraldo-García ◽  
Marybeth Shinn

Residential mobility is associated with negative education outcomes for urban students, but there is little empirical evidence for school factors that may ameliorate these effects. One such factor may be civic engagement at school. This study analyzed data from 2,000 urban middle school students to examine the interplay of residential mobility, education outcomes, and school civic engagement. Findings show that students who change residences have lower academic achievement and rates of attendance and that mobile students who are leaders in school groups and attend afterschool programs have more positive education outcomes compared with their mobile peers who are uninvolved.


2006 ◽  
Vol 22 (1) ◽  
pp. 25-31 ◽  
Author(s):  
Tsu-Yin Wu ◽  
Sherry E. Rose ◽  
Joanna M. Bancroft

Adolescence is a period of accelerated growth and change, bridging the complex transition from childhood to adulthood. This period offers adolescents an opportunity to begin planning for their futures and to adopt healthy attitudes about risk behaviors that can continue into adulthood, thus setting the stage for a lifetime of desirable health behaviors. This study used the Youth Risk Behavior Survey on middle school students and examined the gender differences of health risk behaviors among 674 8th-graders from an urban setting. The results showed that males were more likely to be involved in fights, to initiate alcohol use, and to participate in physical activity; whereas females were more likely to try to lose weight with unhealthy practices, such as fasting and laxatives. School nurses are in a prime position to promote adolescent health in the school setting by providing health-related services and teaching to help students initiate and maintain healthy lifestyles.


2020 ◽  
Vol 30 (4) ◽  
pp. 913-927
Author(s):  
Kelly E. O'Connor ◽  
Jasmine N. Coleman ◽  
Albert D. Farrell ◽  
Terri N. Sullivan

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