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Cyberbullying and the Middle School Adolescent: Educator Perceptions

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Cyberbullying and the Middle School Adolescent: Educator Perceptions View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Digital Commons @ Gardner-Webb University Gardner-Webb University Digital Commons @ Gardner-Webb University Education Dissertations and Projects School of Education 2019 Cyberbullying and the Middle School Adolescent: Educator Perceptions Kalani Crognal LaFrancis Follow this and additional works at: https://digitalcommons.gardner-webb.edu/education_etd Part of the Education Commons CYBERBULLYING AND THE MIDDLE SCHOOL ADOLESCENT: EDUCATOR PERCEPTIONS By Kalani Crognal LaFrancis A Dissertation Submitted to the Gardner-Webb University School of Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Gardner-Webb University 2019 Approval Page This dissertation was submitted by Kalani Crognal LaFrancis under the direction of the persons listed below. It was submitted to the Gardner-Webb University School of Education and approved in partial fulfillment of the requirements for the degree of Doctor of Education at Gardner-Webb University. __________________________________ ________________________ Jennifer Putnam, Ed.D. Date Committee Chair _________________________________ ________________________ Stephen Laws, Ed.D. Date Committee Member _________________________________ ________________________ Amanda Ruppe, Ed.D. Date Committee Member _________________________________ ________________________ Prince Bull, Ph.D. Date Dean of the School of Education ii Dedication In memory of my Momma; she believed I could do anything. I did it, Momma! In honor of Thomas Simon, John Stephen, and Anna Elaine; may my work serve as a remembrance of the significance of lifelong learning while ensuring you that with perseverance you can accomplish anything your heart desires. Thank you for allowing me to take this journey, and for always understanding the seemingly endless days of “homework.” All that I do has been, and will always be, for you. I love you barrels and barrels piled high to the sky. But they that wait upon the Lord shall renew their strength. ~Isaiah 40:31. iii Acknowledgements “If you want to go fast, go alone. If you want to go far, go together.” – African Proverb. Many people served a role in this study; all were significant. My team of readers, if not for you, I would not be here: Malia Brown, Dr. Amber Halliburton, Brenda Hewes, Katie Johnson, Dr. Kenya Kilgore, Amy Harris, Diane Reeves, Melanie Sherrill, and Sherrie Vassy. Y’all are some amazing people who I call friends! Dr. Putnam, having not yet laid eyes on me, you believed in me; for that I am eternally grateful. You are the epitome of all that an educator should be. Committee Member Extraordinaire Dr. Laws, thank you for being a team player; you are an amazing professor and an even better person. Committee Member/Amazing Assistant Principal, Dr. Ruppe, thank you for the tough love, you are such an asset to our school. Dr. Brown, thank you for giving me a chance to prove myself. Thank you to my past advisors: Dr. Jane King, Dr. Steven Bingham, and Dr. Shirley Sealy. My data guru extraordinaire Coach Ward, thank you for your selflessness in helping this ELA person to discern statistical analysis on a higher level. This accomplishment would not have been possible without your expertise. Amazing teacher and fellow Thespian, Brenda Hewes, I think fondly of you and your red pen. Melanie, my dearest friend, I adore you; thank you for being “my person”; I love you Mel! You’re next! “This process is not about intellectual ability; it is more about perseverance and sheer determination” (Dr. John Balls). Before January 2008, this accomplishment would have never materialized. I am thankful for the little Freudian slip that kept me on track and to Dr. Howard Gardner for discovering multiple intelligences. A 30% chance is enough. #icandohardthings iv Abstract CYBERBULLYING AND THE MIDDLE SCHOOL ADOLESCENT: EDUCATOR PERCEPTIONS. LaFrancis, Kalani Crognal, 2019: Dissertation, Gardner-Webb University Victimization and perpetration of cyberbullying are ongoing threats to school systems across the United States. Cyberbullying is a vast problem for adolescents, due to constant access and availability of technology via the online environment. This mixed methods study was based on the theoretical framework of Bandura’s (1989) theory. This study investigated the perceptions of middle school educators concerning cyberbullying via educator surveys, focus groups, and interviews to gather mixed methods data. This study took place in four middle schools in upstate South Carolina within District X. One hundred three educator participants took the survey, 12 educators participated in focus groups, and eight educators were interviewed. The purpose of this study was to examine the perceptions of middle school educators regarding cyberbullying, build on previous literature, and add related knowledge to current research. Results showed that educators are aware and extremely concerned about cyberbullying at the middle school level. Educators perceived parental awareness, parental involvement, and parental monitoring could directly impact cyberbullying. Additionally, educators saw a need to educate students, parents, and teachers to impact cyberbullying. A future study that examines parent perceptions with regard to student monitoring would be beneficial as well as a larger sample size. Keywords: cyberbullying, educators, perception, middle school, adolescents v Table of Contents Page Chapter 1: Introduction ........................................................................................................1 Statement of the Research Problem .........................................................................3 Theoretical Framework ............................................................................................7 Purpose Statement ..................................................................................................12 Research Questions ................................................................................................13 Demographics ........................................................................................................13 Definition of Significant Terms .............................................................................15 Researcher’s Role ..................................................................................................16 Summary ................................................................................................................17 Chapter 2: Review of Related Literature ...........................................................................19 Introduction ............................................................................................................19 Literature Search Procedures .................................................................................19 Overview of Problem .............................................................................................20 Characteristics and Development of Adolescents..................................................23 Traditional Bullying ...............................................................................................28 Historical Overview ...............................................................................................33 Cyberbullying ........................................................................................................35 Types of Cyberbullying .........................................................................................39 Law ........................................................................................................................47 Current Research ....................................................................................................52 Summary ................................................................................................................54 Chapter 3: Methodology ....................................................................................................55 Introduction ............................................................................................................55 Restatement of the Purpose of the Study ...............................................................55 Research Questions ................................................................................................56 Research Design.....................................................................................................57 Participants and Setting..........................................................................................59 Ethical Considerations ...........................................................................................63 Research Procedures ..............................................................................................65 Instrumentation ......................................................................................................65 Data Analysis .........................................................................................................76 Delimitations and Limitations ................................................................................79 Summary ................................................................................................................80 Chapter 4: Results ..............................................................................................................81 Introduction ............................................................................................................81
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