Ethno-cultural background, bullying and victimization among adolescents
Published:
Nov 20, 2018
Keywords:
bullying victimization gender ethnic-cultural background ethnic-cultural school composition Thrace
Abstract
The purpose of this study was to investigate the relationship between ethnic-cultural background and bullying/victimization among adolescent students. In particular, the study examined how gender, ethnic-cultural background and ethnic-cultural school composition were related to bullying/victimization, as well as to its forms and the role assumed by the participants. 163 students from five ethnic-cultural groups attending two junior high schools, one with high and the other with low ethnic diversity, completed a self-report questionnaire. Data analysis revealed that boys, members of the dominant ethnic-cultural group, scored higher in bullying/victimization than girls in the same group. Furthermore, Orthodox Greek students scored lower in victimization, while Muslim Turkish students scored higher. Between the two schools, students attending the school with higher ethnic-cultural diversity scored higher in bullying and victimization. Regarding the forms of bullying/victimization, all students scored higher in verbal and indirect/social bullying, whileboys scored higher in physical bullying as well. Also, students attending the school with higher ethnic-cultural diversity had high scores in all forms of bullying/victimization. Regarding participants' role distribution, boys were less likely to be victims than girls. Orthodox Greek students were more likely to be bullies, Muslim Turkish students were both bullies and victims, while Muslim Pomak, Romany and undefined ethnic-cultural background students were more likely to be victims. Findings are discussed in terms of their pedagogical implications
Article Details
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Alexopoulos, E., & Kokkinos, K. M. (2018). Ethno-cultural background, bullying and victimization among adolescents. Preschool and Primary Education, 6(2), 119–143. https://doi.org/10.12681/ppej.18376
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- Vol. 6 No. 2 (2018)
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