Peer groups and victimisation among native and immigrant adolescents in Norway

2013 ◽  
pp. 58-70
Keyword(s):  
Peer Groups ◽  
Immigrant Adolescents

Peer groups and victimisation among native and immigrant adolescents in Norway

2012 ◽  
Vol 17 (3-4) ◽  
pp. 273-285 ◽  
Author(s):  
Hildegunn Fandrem ◽  
Dagmar Strohmeier ◽  
Kolbrun Asta Jonsdottir
Keyword(s):  
Peer Groups ◽  
Immigrant Adolescents

Bullying and affiliation: A study of peer groups in native and immigrant adolescents in Norway

2010 ◽  
Vol 7 (4) ◽  
pp. 401-418 ◽  
Author(s):  
Hildegunn Fandrem ◽  
Sigrun K. Ertesvåg ◽  
Dagmar Strohmeier ◽  
Erling Roland
Keyword(s):  
Peer Groups ◽  
Immigrant Adolescents

Why Do Ethnically Harassed Immigrant Adolescents Engage in Violent Behaviors? The Role of Affiliation With Violent Peers

2020 ◽  
pp. 027243162096145
Author(s):  
Liliia Korol ◽  
Håkan Stattin
Keyword(s):  
Risk Factors ◽  
Immigrant Youth ◽  
Peer Groups ◽  
Underlying Mechanism ◽  
Immigrant Adolescents ◽  
Violent Behaviors ◽  
Mainstream Culture ◽  
Ethnic Harassment ◽  
Over Time

This study aimed to analyze affiliations with violent peers as an underlying mechanism that associates ethnic harassment with violent behaviors among immigrant youth ( N = 365; Mage = 13.93, SD = 0.80), and also identify the risk factors in this relation. The results revealed that identification with an immigrant peer crowd at school made ethnically harassed immigrant adolescents more inclined to associate with violent peers and, in turn, engage in violent behaviors over time. Immigrant youth’s orientation toward the mainstream culture was not found to either elevate or buffer the effect of ethnic harassment on youth’s affiliation with violent peers. Yet, ethnically harassed immigrant adolescents were shown to be more prone to violent behaviors over time when they were less orientated toward Swedish culture. The findings suggest that preventing ethnicity-based harassment and diversifying adolescents’ peer groups at schools may be a way to prevent immigrant adolescents’ involvement in violent behaviors.

The Cross-Cultural Equivalence of Parental Rearing Measure: EMBU-C

2006 ◽  
Vol 22 (2) ◽  
pp. 85-91 ◽  
Author(s):  
Maja Deković ◽  
Margreet ten Have ◽  
Wilma A.M. Vollebergh ◽  
Trees Pels ◽  
Annerieke Oosterwegel ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Cultural Differences ◽  
Cross Cultural ◽  
Child Rearing ◽  
Latent Factors ◽  
Immigrant Adolescents ◽  
Confirmatory Factor ◽  
Parental Rearing ◽  
The Cross ◽  
Multigroup Confirmatory Factor Analysis

We examined the cross-cultural equivalence of a widely used instrument that assesses perceived parental rearing, the EMBU-C, among native Dutch and immigrant adolescents living in The Netherlands. The results of a multigroup confirmatory factor analysis indicated that the factor structure of the EMBU-C, consisting of three latent factors (Warmth, Rejection, and Overprotection), and reliabilities of these scales are similar in both samples. These findings lend further support for the factorial and construct validity of this instrument. The comparison of perceived child rearing between native Dutch and immigrant adolescents showed cultural differences in only one of the assessed dimensions: Immigrant adolescents perceive their parents as more overprotective than do Dutch adolescents.

The Peer Group’s Agency in a Brazilian School

2020 ◽  
Vol 13 (2) ◽  
pp. 71-86
Author(s):  
Cinthia Torres Toledo ◽  
Marília Pinto de Carvalho
Keyword(s):  
Working Class ◽  
School Engagement ◽  
Peer Groups ◽  
Ethnographic Research ◽  
Brazilian Literature ◽  
Academic Literature ◽  
Educational Trajectories ◽  
Schooling Process ◽  
The City ◽  
Urban State

Black working-class boys are the group with the most significant difficulties in their schooling process. In dialogue with Raewyn Connell, we seek to analyze how the collective conceptions of peer groups have influenced the school engagement of Brazilian boys. We conducted an ethnographic research with students around the age of 14 at an urban state school in the periphery of the city of São Paulo. We analyzed the hierarchization process between two groups of boys, demonstrating the existence of a collective notion of masculinity that works against engagement with the school. Well-known to the Anglophone academic literature, this association is rather uncommon in the Brazilian literature. We have therefore attempted to describe and analyze here the challenges faced by Black working-class Brazilian boys to establish more positive educational trajectories.

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