DOCSLIB.ORG

University of Florida Thesis Or Dissertation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
University of Florida Thesis Or Dissertation LONGITUDINAL ASSOCIATIONS BETWEEN FEATURES OF TOXIC MASCULINITY AND BYSTANDER WILLINGNESS TO INTERVENE IN BULLYING AMONG MIDDLE SCHOOL BOYS By KATHERINE M. INGRAM A THESIS PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE UNIVERSITY OF FLORIDA 2019 © 2019 Katherine M. Ingram To the woman who stopped to ask if I was okay when she passed me as I stood in the hallway looking nervous during my defense of this thesis. And everyone else who is, aspires to be, and/or needs a upstander. ACKNOWLEDGMENTS To Kathleen, Chris, and Caroline, my cohort and Gainesville pack, all of the mentors who have shaped and inspired me including my committee (Drs. Laurie Mintz and Greg Webster), my mentor-collaborators (including Drs. Jordan Davis, Joey Merrin, and Josh Polanin), Dr. Della Mosley, and my advisor, Dr. Dorothy Espelage: Thank you for all that you are, all that you have contributed to the world, and for seeing, hearing, challenging, and supporting me. 4 TABLE OF CONTENTS page ACKNOWLEDGMENTS ...............................................................................................................4 LIST OF TABLES ...........................................................................................................................6 LIST OF FIGURES .........................................................................................................................7 ABSTRACT .....................................................................................................................................8 CHAPTER 1 INTRODUCTION ..................................................................................................................10 Scope of Study ........................................................................................................................10 Statement of the Problem ........................................................................................................12 Bullying: A Consequential Health and Safety Issue .......................................................12 Bystander Intervention as a Mitigation Strategy .............................................................13 Theoretical Framework: Theory of Precarious Manhood ......................................................15 Features of Toxic Masculinity and Associations with Willingness to Intervene ...................18 The Current Study ...................................................................................................................22 Purpose ............................................................................................................................22 Hypotheses ......................................................................................................................22 2. METHODS .............................................................................................................................24 Participants .............................................................................................................................24 Procedures ...............................................................................................................................25 Measures .................................................................................................................................25 Analytic Plan ..........................................................................................................................28 3. RESULTS ...............................................................................................................................31 Hypothesis 1: Heterogeneity in Willingness to Intervene ......................................................31 Hypothesis 2: Predictors of Emergent Willingness to Intervene Classes ...............................31 Hypothesis 3: Mean Differences in Distal Outcomes .............................................................32 4. DISCUSSION .........................................................................................................................36 Limitations ..............................................................................................................................40 Applied Implications ..............................................................................................................41 Future Directions and Conclusions .........................................................................................43 LIST OF REFERENCES ...............................................................................................................45 BIOGRAPHICAL SKETCH .........................................................................................................53 5 LIST OF TABLES Table page 2-1 Sample Demographics .......................................................................................................24 3-1 Model Fit Indicies for Growth Mixture Model ..................................................................33 3-2 Multinomial Logistic regression model for features of toxic masculinity during early middle school predicting WTI class membership ..............................................................34 3-3 Mean (SE) differences and distal outcomes for features of toxic masculinity ..................34 6 LIST OF FIGURES Figure page 3-1 Growth mixture classes for willingness to intervene during middle school. .....................35 7 Abstract of Thesis Presented to the Graduate School of the University of Florida in Partial Fulfillment of the Requirements for the Degree of Master of Science LONGITUDINAL ASSOCIATIONS BETWEEN FEATURES OF TOXIC MASCULINITY AND BYSTANDER WILLINGNESS TO INTERVENE IN BULLYING AMONG MIDDLE SCHOOL BOYS By Katherine Ingram August 2019 Chair: Dorothy Espelage Major: Psychology Bystander intervention (i.e., a third party decides to defend the victim when witnessing a conflict) has been identified as an effective strategy to resolve bullying incidents (O’Connell, Pepler, & Craig, 1999). Researchers suggest that student willingness to intervene (WTI) is a robust predictor of bystander intervention. Toxic masculinity has been defined as, “the constellation of socially regressive male traits that serve to foster domination, the devaluation of women, homophobia, and wanton violence,” (Kupers, 2005, p. 71). Though some aspects of toxic masculinity (e.g., low empathy) have received some empirical attention regarding their role in determining prosocial behavior, many have not. Little research has examined how constructs such as attitudes surrounding bullying and sexual harassment, social dominance orientation, and homophobic bullying are related to longitudinal changes in WTI across adolescence. The present study uses growth mixture modeling (GMM) to examine the heterogeneity of WTI among middle school boys in the Midwest (N = 805), and multinomial logistic regression to understand concurrent and distal associations with features of toxic masculinity. Students were classified into three profiles of WTI over time: a “stable high” class (70.9%), a “decreasing” class (22%), and a “stable low” class (7.1%). When compared with the “stable high” class, students with 8 higher levels of dominance and pro-bullying attitudes were associated with an increased odds of been in the “decreasing” class. Youth who reported higher pro-bullying attitudes and homophobic name calling perpetration had increased odds of being in the stable low class compared to the stable high class. Additionally, both homophobic name calling victimization and empathy were associated with a lower odds of being in the stable low class. The findings support the theoretical framework which posits that aspects of masculinity are associated with WTI or bystander intervention (Carlson, 2008; Leone, Parrott, Swartout, & Tharp, 2016). Nuances and implications are discussed. 9 CHAPTER 1 INTRODUCTION Scope of Study Bystander intervention, when employed, has been found to be a highly effective strategy to diffuse bullying conflicts (O’Connell, Pepler, & Craig, 1999). In this context, bystander intervention will be used to refer to the ways students intervene in bullying conflicts pro-socially (i.e., to help the victim), as opposed to bystanding roles that involve assisting the bully or failing to take any action (Salmivalli, 1999). Forms of prosocial bystanding often include defending the victim, challenging the bully, or telling others (e.g., an adult or other students) about the incident (O’Connell et al., 1999; Salmivalli, 1999). Accordingly, Latané and Darley (1970) identify “failure to take intervention responsibility” as a barrier to executing active bystander intervention. Also conceptualized as “willingness to intervene,” this construct has been studied specifically as it represents a useful point of intervention toward prosocial behavior change (see meta-analysis by Polanin, Espelage, & Pigott, 2012). Arguably, before other barriers can be addressed (e.g., training on risk assessment, intervention efficacy or skills) individuals must be willing to take action (Nickerson, Aloe, Livingston, & Feeley, 2014). Willingness to intervene (WTI) is a construct that has been examined in the context of bystander intervention in instances of bullying (i.e., aggression often between youth characterized by intent to harm, repetition, and a power imbalance between perpetrator and victim; Olweus, 1993) and related forms of aggression such as sexual violence
Load more

Recommended publications
  • Secondary Teachers' Perceptions of Delaware Bullying Intervention Programs
    Nova Southeastern University NSUWorks Fischler College of Education: Theses and Abraham S. Fischler College of Education Dissertations 1-1-2017 Secondary Teachers’ Perceptions of Delaware Bullying Intervention Programs Tracy Jones [email protected] This document is a product of extensive research conducted at the Nova Southeastern University Abraham S. Fischler College of Education. For more information on research and degree programs at the NSU Abraham S. Fischler College of Education, please click here. Follow this and additional works at: https://nsuworks.nova.edu/fse_etd Part of the Education Commons Share Feedback About This Item NSUWorks Citation Tracy Jones. 2017. Secondary Teachers’ Perceptions of Delaware Bullying Intervention Programs. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education. (160) https://nsuworks.nova.edu/fse_etd/160. This Dissertation is brought to you by the Abraham S. Fischler College of Education at NSUWorks. It has been accepted for inclusion in Fischler College of Education: Theses and Dissertations by an authorized administrator of NSUWorks. For more information, please contact [email protected]. Secondary Teachers’ Perceptions of Delaware Bullying Intervention Programs by Tracy Jones An Applied Dissertation Submitted to the Abraham S. Fischler College of Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Nova Southeastern University 2016 Approval Page This applied dissertation was submitted by Tracy Jones under the direction of the persons listed below. It was submitted to the Abraham S. Fischler College of Education and approved in partial fulfillment of the requirements for the degree of Doctor of Education at Nova Southeastern University.
    [Show full text]
  • Early Antecedents of Academic and Psychosocial Outcomes for Students Identifying As Lgbq
    EARLY ANTECEDENTS OF ACADEMIC AND PSYCHOSOCIAL OUTCOMES FOR STUDENTS IDENTIFYING AS LGBQ BY MATTHEW T. KING DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Psychology in the Graduate College of the University of Illinois at Urbana-Champaign, 2019 Urbana, Illinois Doctoral Committee: Associate Professor Kristen Bub, Chair Professor James Rounds Assistant Professor Chris Napolitano Associate Professor V. Paul Poteat, Boston College ABSTRACT Peer and parental relationships across childhood and adolescence have an important role in later psychosocial adjustment for all youth. For youth who experience subjectively more minority stress or more encounters with peer victimization, such as youth who identify as LGBQ, these relationships may have a particularly important protective role against psychosocial problems in later adolescence. In this study, we explore these relationships with a particular lens for students identifying as LGBQ. Using a matched sample of 82 students, half of whom identify as LGBQ at age 15, we examined the relationships between this identity and psychosocial outcomes (e.g., mental health, academic skills, and peer victimization). We also investigated the role that changes in the quality of peer and parental relationships from age 11 to 15 have in psychosocial outcomes, especially for students identifying as LGBQ. The findings suggest that, consistent with previous research, LGBQ identity is associated with worse mental health outcomes compared to their peers, but similar findings were not replicated for academic skills. Like previous research, we also found that peer victimization was associated with worse mental health outcomes, though not academic skills in our sample.
    [Show full text]
  • The Influence of Gender Role Ideology on Developmental Trajectories of Dismissive Attitudes Toward Sexual Harassment in Early Adolescence
    THE INFLUENCE OF GENDER ROLE IDEOLOGY ON DEVELOPMENTAL TRAJECTORIES OF DISMISSIVE ATTITUDES TOWARD SEXUAL HARASSMENT IN EARLY ADOLESCENCE BY MELANIE JEAN MARKLEIN DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Psychology in the Graduate College of the University of Illinois at Urbana-Champaign, 2012 Urbana, Illinois Doctoral Committee: Professor Dorothy Espelage, Chair Professor Carolyn Anderson Associate Professor Cris Mayo Associate Professor Allison Ryan, University of Michigan Abstract Sexual harassment of adolescent girls by their male peers is prevalent in schools, and tends to be normalized and dismissed by students and school personnel as a natural characteristic of cross- gender interactions in adolescence. This study highlights the gendered nature of sexual harassment in adolescence by examining the longitudinal association between socially constructed gender role ideologies and dismissive attitudes toward sexual harassment. Data were collected from 147 males and 164 females in three racially and economically diverse middle schools across four semesters. At each wave of data collection, students completed measures of masculinity and femininity ideology, sexual harassment perpetration and victimization, and attitudes toward sexual harassment. Growth curve modeling was used to examine developmental trajectories of dismissive attitudes toward sexual harassment and identify factors that account for different patterns of change. In the best-fitting model for females, dismissive attitudes decreased linearly over time, and endorsement of traditional masculinity and femininity ideologies was associated with dismissive attitudes across time. The final model accounted for 18.7% of the within-person variance and 27.8% of the between-person variance in dismissive attitudes. For males, a nonlinear change trajectory provided the best fit to the data.
    [Show full text]
  • Declines in Efficacy of Anti-Bullying Programs Among Older Adolescents
    APPDEV-00765; No of Pages 16 Journal of Applied Developmental Psychology xxx (2015) xxx–xxx Contents lists available at ScienceDirect Journal of Applied Developmental Psychology Declines in efficacy of anti-bullying programs among older adolescents: Theory and a three-level meta-analysis☆ David Scott Yeager a,⁎,CarltonJ.Fonga, Hae Yeon Lee a, Dorothy L. Espelage b a University of Texas at Austin, United States b University of Illinois at Urbana–Champaign, United States article info abstract Available online xxxx Highly visible tragedies in high schools thought to involve bullying have directly contributed to public support for state-mandated K-12 anti-bullying programming. But are existing programs actually effective for these older Keywords: adolescents? This paper first outlines theoretical considerations, including developmental changes in (a) the Bullying manifestation of bullying, (b) the underlying causes of bullying, and (c) the efficacy of domain-general behav- Meta-analysis ior-change tactics. This review leads to the prediction of a discontinuity in program efficacy among older adoles- Adolescence cents. The paper then reports a novel meta-analysis of studies that administered the same program to multiple Interventions age groups and measured levels of bullying (k = 19, with 72 effect sizes). By conducting a hierarchical meta- Victimization analysis of the within-study moderation of efficacy by age, more precise estimates of age-related trends were possible. Results were consistent with theory in that whereas bullying appears to be effectively prevented in 7th grade and below, in 8th grade and beyond there is a sharp drop to an average of zero. This finding contradicts past meta-analyses that used between-study tests of moderation.
    [Show full text]
  • New Perspectives on Bullying Prevention: Why Are Current Programs Not Working?
    NEW PERSPECTIVES ON BULLYING PREVENTION: WHY ARE CURRENT PROGRAMS NOT WORKING? Dorothy L. Espelage, Ph.D. Professor, Child Development Division; Educational Psychology [email protected] This research was supported by Centers for Disease Control & Prevention (#1U01/CE001677) to Dorothy Espelage (PI) University of Illinois Anti-Bullying Program • Indiana University Teen Conflict Survey (Bosworth, Espelage, & Simon, 1999; Espelage et al., 2000, 2001) • University of Illinois Bullying Research Program ▫ INTERVIEW STUDY (Espelage & Asidao, 2001) ▫ EXPOSURE TO VIOLENCE STUDY (Espelage, 1998) ▫ SOCIAL NETWORK ANALYSIS STUDY (Espelage, Holt, & Henkel, 2003; Espelage, Green, & Wasserman, 2007; Espelage, Green, & Polanin, in press) ▫ SEXUAL HARASSMENT, DATING VIOLENCE, & BULLYING STUDIES (Holt & Espelage, 2003; Holt & Espelage, 2005; Espelage & Holt, 2006) ▫ ATTRIBUTION, COPING STYLES, & BULLYING (Kingsbury & Espelage, 2006) ▫ THEORY OF MIND, EMPATHY, & BULLYING (Espelage et al., 2004; Mayberry & Espelage, 2006) ▫ HOMOPHOBIA, SEXUAL VIOLENCE, & BULLYING (Poteat & Espelage, 2006; Espelage et al., 2008) ▫ Sexual Orientation, Bullying, & Mental Health Outcomes (Espelage, Aragon, Birkett, & Koenig, 2008; Poteat, Espelage, & Koenig, 2009; Birkett, Espelage, & Koenig, 2009) ▫ CDC Federally-funded Grants: ▫ Bullying & SV Overlap (2007 - 2010) ▫ Randomized Clinical Trial of Middle School Second Step Program (Committee for Children, 2008) in Reducing Bullying & SV (2009-2013) Definition of Bullying (Swearer, 2001) Bullying happens when someone hurts
    [Show full text]
  • Testimony in Perry V
    DECLARATION OF ILAN H. MEYER, PH.D. IN THE CASES OF BAYEV V. RUSSIA (NO. 67667/09), KISELEV V. RUSSIA (NO. 44092/12), AND ALEKSEYEV V. RUSSIA (NO. 56717/12) I. QUALIFICATIONS 1. I am a Senior Scholar of Public Policy at the Williams Institute at University of California Los Angeles (UCLA) in the United States of America. Prior to my current position, I was Professor of Clinical Sociomedical Sciences and Deputy Chair for Masters Programs in Sociomedical Sciences at Columbia University’s Mailman School of Public Health. 2. I am a member of the American Public Health Association, the American Psychological Association, and the American Sociological Association. 3. In 1993, I received my Ph.D. in Sociomedical Sciences and Social Psychology from Columbia University’s Mailman School of Public Health. My doctoral dissertation, titled Prejudice and pride: Minority stress and mental health in gay men, received distinguished designation, awarded to the top 10% of Columbia University doctoral dissertations, as well as the Marisa De Castro Benton Dissertation Award for outstanding contribution to the sociomedical sciences, and an honorable mention for the mental health section of the American Sociological Association’s award for best dissertation. 4. I was a predoctoral National Institute of Mental Health Fellow in Psychiatric Epidemiology at Columbia University from 1987 to 1992. I was a postdoctoral Fellow in Health Psychology at The Graduate Center at The City University of New York from 1993 to 1995 and a National Institute of Mental Health Research Fellow in Psychiatry, with a focus on AIDS, at Memorial Sloan-Kettering Cancer Center from 1995 to 1996.
    [Show full text]
  • Multicultural Career Counseling
    LGB YOUTH’S RISKY SEXUAL BEHAVIOR: PROTECTIVE FACTORS AND GENDER DIFFERENCES BY JACQUELYN C. BEARD DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Psychology in the Graduate College of the University of Illinois at Urbana-Champaign, 2013 Urbana, Illinois Doctoral Committee: Professor Dorothy Espelage, Chair Professor James Rounds Professor Ramona Oswald Anita Hund, Ph.D. ii Abstract This study extends research on risky sexual behavior among LGB youth and provides a new perspective on how protective factors and gender differences may influence LGB youth’s experiences with sexual risk-taking behavior. Consistent with previous research on differences in risky sexual behavior across LGB and heterosexual youth populations, chi-square analysis suggested that LGB youth were more likely than heterosexual youth to have unprotected sex. However, no significant differences were found with regard to sex with strangers and sex under the influence of substances. Given significant differences in age across heterosexual and LGB youth, age was included in subsequent analyses and found to be related to rates of sex under the influence of substances and to rates of unprotected sex. To address a gap in the literature around protective factors for LGB youth, logistic regression was performed to examine the moderating effects of protective factors on the relationship between sexual orientation and risky sexual behavior. Parental support was found to be protective against sex with strangers; however, parental support differentially buffered against this risky sexual behavior for heterosexual and LGB youth such that it was more protective for heterosexual youth. To extend research in the area of gender differences, differences in LGB boys’ and girls’ sexual risk-taking behaviors were examined.
    [Show full text]
  • Pdf/Questionnaire/2011 Hs Questionnaire.Txt Youth Risk Behavior Surveillance System
    Commissioned Paper for National Institute of Justice Research Meeting on Longitudinal Data on Teen Dating Violence Dorothy L. Espelage, Ph.D. Professor, Child Development, University of Illinois, Urbana-Champaign NIJ Charge This brief review paper was commissioned by the National Institute of Justice with a specific charge to identify relevant studies that fit the following two types of targeted longitudinal data sets: 1) those where teen dating violence (TDV) measures could potentially be added in subsequent data collection waves, and 2) those where TDV outcomes have been collected but may not have been analyzed as the primary research questions. Thus, during the process of identifying data sets, this review paper was written to identify consequences of TDV and research findings from published longitudinal studies, and to allow for the identification of gaps in the literature. Consequences of TDV TDV continues to be a serious public health concern that presents significant physical and psychological consequences for victims and perpetrators. However, evidence of TDV stems largely from cross-sectional studies. Indeed, much of the research studies on TDV that include adolescent samples are cross-sectional in nature, and those that include young adults (e.g., college students) use retrospective designs to identify potential correlates of intimate partner violence (IPV) (Foshee & Matthew, 2007; Teten, Ball, Valle, Noonan, & Rosenbluth, 2009). In an April 2011 bibliography and report prepared by the Library of Congress Federal Research 1 Division, the authors point out that “Notwithstanding wide acknowledgement in the literature of the value of the clarification that longitudinal design permits, studies with such design, especially those with long follow-up periods, are limited in number” (pg.
    [Show full text]
  • Predicting and Reducing Aggression and Violence Toward Teachers: Extent of the Problem and Why It Matters Susan D
    Sacred Heart University DigitalCommons@SHU Social Work Faculty Publications Social Work 2017 Predicting and Reducing Aggression and Violence Toward Teachers: Extent of the Problem and Why it Matters Susan D. McMahon DePaul University Andrew Martinez Sacred Heart University, [email protected] Linda A. Reddy Rutgers University - New Brunswick/Piscataway Dorothy L. Espelage University of Illinois at Florida Eric M. Anderman Ohio State University - Main Campus Follow this and additional works at: https://digitalcommons.sacredheart.edu/socwk_fac Part of the Educational Psychology Commons, Other Teacher Education and Professional Development Commons, and the Social Work Commons Recommended Citation McMahon, S.D., Martinez, A., Reddy, L., Espelage, D., & Anderman, E.M. (2017). Predicting and reducing aggression and violence toward teachers: Extent of the problem and why it matters. In P. Sturmey (Ed.), The Wiley handbook of violence and aggression Volume 3. Societal interventions (pp. 1335-1350). Hoboken, NJ: John Wiley & Sons. This Book Chapter is brought to you for free and open access by the Social Work at DigitalCommons@SHU. It has been accepted for inclusion in Social Work Faculty Publications by an authorized administrator of DigitalCommons@SHU. For more information, please contact [email protected], [email protected]. See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/315083991 Predicting and Reducing Aggression and Violence Toward Teachers: Extent of the Problem and Why It Matters Chapter · March 2017 CITATIONS READS 0 11 1 author: Andrew Martinez Sacred Heart University 11 PUBLICATIONS 49 CITATIONS SEE PROFILE Some of the authors of this publication are also working on these related projects: Involvement in Extracurricular Activities: Identifying Differences in Perceptions of School Climate View project State Anti-Bullying Policies View project All content following this page was uploaded by Andrew Martinez on 15 March 2017.
    [Show full text]
  • Bullying Prevention in the Promotion of a Positive School Climate: Effective Principles and Practices
    Bullying Prevention in the Promotion of a Positive School Climate: EFFECTIVE PRINCIPLES AND PRACTICES June 20, 2012 Charlottesville, Virginia SPONSORS Bullying Prevention in the Promotion of a Positive School Climate: Morning Session: New Thinking and Research on Bullying 8:00 a.m. – 8:45 a.m. Registration and coffee 8:45 a.m. – 9:00 a.m. Welcome 9:00 a.m. – 9:45 a.m. Understanding and Preventing Bullying: A School-wide Perspective Catherine Bradshaw, Ph.D., Johns Hopkins University Recent research demonstrates the impact of school-wide prevention programs like Positive Behavioral Interventions and Supports and the role of protective factors in preventing bullying. Bullying prevention efforts must consider the role of school climate and the different perspectives of students, staff, and parents. Includes Q&A. 9:45 a.m. – 10:30 a.m. Social-emotional Learning and Character Education Approaches to Bullying Prevention & Intervention Dorothy Espelage, Ph.D., University of Illinois Second Step is a social-emotional learning and character education program designed to reduce bullying, fighting, and sexual harassment. Professor Espelage will present new findings from an ongoing randomized clinical trial in 36 middle schools. Includes Q&A. 10:30 a.m. – 10:45 a.m. Break 10:45 a.m. – 11:30 a.m. The Target Bullying Intervention Program Susan Swearer, Ph.D., University of Nebraska How do we work with a student who is bullying others? The Target Bullying Intervention Program (T-BIP) is an individualized cognitive-behavioral intervention designed to take the place of in-school suspension for bullying behaviors. Includes Q&A.
    [Show full text]
  • Religiosity and Bullying in Adolescence and Emerging Adulthood
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Sociology Theses, Dissertations, & Student Research Sociology, Department of Spring 5-21-2020 ‘Do Unto Others’: Religiosity and Bullying in Adolescence and Emerging Adulthood Joseph Jochman University of Nebraska - Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/sociologydiss Part of the Sociology Commons Jochman, Joseph, "‘Do Unto Others’: Religiosity and Bullying in Adolescence and Emerging Adulthood" (2020). Sociology Theses, Dissertations, & Student Research. 64. https://digitalcommons.unl.edu/sociologydiss/64 This Article is brought to you for free and open access by the Sociology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Sociology Theses, Dissertations, & Student Research by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. ‘DO UNTO OTHERS’: RELIGIOSITY AND BULLYING IN ADOLESCENCE AND EMERGING ADULTHOOD by Joseph C. Jochman A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy Major: Sociology Under the Supervision of Professors Philip Schwadel and Jacob E. Cheadle Lincoln, Nebraska May, 2020 ‘DO UNTO OTHERS’: RELIGIOSITY AND BULLYING IN ADOLESCENCE AND EMERGING ADULTHOOD Joseph Charles Jochman, Ph.D. University of Nebraska, 2020 Advisors: Philip Schwadel and Jacob E. Cheadle This dissertation examines associations between religiosity and bullying in adolescence and emerging adulthood across three empirical chapters. The first empirical chapter uses data from the National Study of Youth and Religion Wave 1 (N=3,137) to assess the likelihood of bullying and religious victimization by key religious factors in youth.
    [Show full text]
  • Bullying in Washington Schools: Update 2008
    Bullying in Washington Schools: Update 2008 By: SESRC – Puget Sound Division Kyra Kester Candiya Mann September 2008 Bullying in Washington Schools: Update 2008 Kyra Kester Candiya Mann September 1, 2008 Social & Economic Sciences Research Center-Puget Sound Division 203 E. 4th Avenue, Suite 521 P.O. Box 43170 Olympia, WA 98504-3170 (360) 586-9292 Fax: (360) 586-2279 About SESRC The Social and Economic Sciences Research Center (SESRC) at Washington State University is a recognized leader in the development and conduct of survey research. SESRC-Puget Sound Division provides technical services and consultation to assist clients in acquiring data, understanding what data means, and applying that information to solving problems. The SESRC Puget Sound Division specializes in research design, data collection and analysis, using both qualitative and quantitative methods. The Division also provides interpretive reports, policy studies, presentations and consulting services directly to individual clients, organizations and consortia. Acknowledgements The authors extend thanks to the various organizations and individuals concerned about bullying in Washington schools who assisted with the preparation of this report. Chief among them are Jeff Söder, Office of Superintendent of Public Instruction, and the constituent advisory group for the project; Beth Reis, Safe Schools Coalition, and the Coalition work groups with whom I met; Bob McMullen and Jerry Bender, Association of Washington School Principals and the many district staff who accommodated
    [Show full text]