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The Culture of Hispanic Female Bullies: an Exploration Of THE CULTURE OF HISPANIC FEMALE BULLIES: AN EXPLORATION OF RETROSPECTIVE NARRATIVE REPORTS OF THEIR SOCIALLY AGGRESSIVE BHAVIORS IN SECONDARY SCHOOL A Dissertation by MELISSA DELGADO MONDRAGON BA, Texas A&M University - Kingsville, 2002 MS, Texas A&M University – Corpus Christi, 2008 Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION in EDUCATIONAL LEADERSHIP Texas A&M University-Corpus Christi Corpus Christi, Texas December 2019 © Melissa Delgado Mondragon All Rights Reserved December 2019 THE CULTURE OF HISPANIC FEMALE SOCIAL AGGRESSORS IN K-12: AN EXPLORATION OF RETROSPECTIVE NARRATIVE REPORTS OF BULLYING IN SECONDARY SCHOOL A Dissertation by MELISSA DELGADO MONDRAGON This dissertation meets the standards for scope and quality of Texas A&M University-Corpus Christi and is hereby approved. Richard Ricard, PhD Nancy J. Smith, EdD Chair Co-Chair D. Scott Elliff, EdD Stephanie Rodriguez, PhD Committee Member Graduate Faculty Representative December 2019 ABSTRACT This qualitative interview study examined retrospective accounts of six Hispanic females between the age of 19 and 23 that attended school in a South Texas school district and who self- identify as having bullied or committed social aggression regarding their the motivation and experiences. Six females participated in the interview study. Scholars in education, criminology, and psychology noted that the mean girl phenomenon of bullying and social aggression has been overwhelmingly perceived as a White upper-class problem (Chesney-Lind & Irwin, 2004, 2008; Gonick, 2004; Ringrose, 2006) because of this, my study sought to understand how Hispanic females who identified as bullies processed the cultural discourse of social aggression and bullying. The main goal throughout the course of the study was to explore the stories and experiences recollected from the participants past social aggressive experiences to understand the process of the mean girl phenomenon of bullying and social aggression (Chesney- Lind & Irwin, 2004, 2008; Gonick, 2006; Ringrose, 2006). Because the majority of the research found on relational or social aggression pertained to white, middle to upper class females (Dellasega & Nixon, 2003), I purposely chose to explore the narratives of Hispanic females as relational or social aggressors, as South Texas is highly populated with Hispanic females and the university is considered a Hispanic Serving Institute. As reflected by the data shared by the participants, the problem of bullying and social aggression is not specific to class or race. Similar to the research conducted of white middle to upper class, the data suggested that the Hispanic female social aggressors that participated in my study were also trying to find ways to react and express aggressiveness without “breaking out of the expectant mold of passiveness and niceness” to outsiders (Dellasega & Nixon, 2003). v DEDICATION I dedicate this dissertation to my husband, Michael Mondragon, my sons (Micael and JonGabriel), my parents Diana and Alonzo Delgado Jr. and all my family. I thank you for your love, encouragement, and support. I could not have gotten this far without your sacrifice to make my dream a reality. Michael, I couldn’t have done this without you. I saw how hard you worked to keep the house in order and family intact in my absence and although I did not thank you daily, as I should have, I am grateful and love you for wanting me to succeed more than I did at times. Boys, thank you for waiting for mommy to finish homework and loving me regardless of how long I took. Mom and dad, thank you for watching the boys when I need to write and allowing me to bounce ideas off you. Dalila, thank you for helping me with the boys; it gave me time to finish, like Tio Lino wished. This has been a long journey, but you have all been with me along the way, so I dedicate and share this honor with you. vi ACKNOWLEDGEMENTS I thank my committee: Dr. Nancy Smith (Co-Chair), Dr. Richard Ricard (Chair), Dr. Doyne “Scott” Elliff (Committee Member), and Dr. Stephanie Rodriguez (Graduate Faculty Representative) for their time, patience, guidance and support. Dr. Scott Elliff and Dr. Richard Ricard, thank you for all your feedback, thoughts, and experiences. I found them encouraging and insightful toward my development as a researcher. I’d like to give special thanks to Dr. Nancy Smith. I would not have been able to complete this study without your unconditional patience and guidance. Your ability as a researcher, methodologist, educator, and mentor helped me to think with an in-depth perception. You helped me learn more about myself as a researcher than I knew I was capable. You helped me understand my weaknesses and strengths as a writer and researcher. You stuck by me and pushed me through the tough times in this research and process, and for that, I am most grateful! I especially give thanks to my professors in the Ed.D. program. I am honored to have taken your challenging courses. Through your collaborative efforts, I have learned how to deepen my thoughts and refine my skills as a researcher. Dr. Kouzekanani thank you for your patients and support. Dr. Bhattacharya, thank you for introducing me to a method of research that I love. Additionally, I would like to recognize Dr. Katherine Hewett, Dean Haley, Dr. Nilsa Sullivan, Ibet Caro, John Hernandez, and Joan Alvarez for your endless support and encouragement all theses years. Finally, Dr. Roman Torres, thank you for your fierce friendship and support, without which this process would have been more difficult and less fun. For all of you that supported me and encouraged me through this long process, I am eternally grateful. vii TABLE OF CONTENTS CONTENTS PAGE ABSTRACT .................................................................................................................................... v DEDICATION ............................................................................................................................... vi ACKNOWLEDGEMENTS .......................................................................................................... vii TABLE OF CONTENTS ............................................................................................................. viii LIST OF FIGURES ..................................................................................................................... xiii LIST OF APPENDICES ................................................................ Error! Bookmark not defined. CHAPTER I: INTRODUCTION .................................................................................................... 1 Background of the Study ........................................................... Error! Bookmark not defined. Statement of Problem ................................................................. Error! Bookmark not defined. Purpose of the Study and Research Questions ............................................................................ 6 Aims of the Study ....................................................................................................................... 6 Definition of Terms.................................................................... Error! Bookmark not defined. Operational Definitions ............................................................................................................... 8 Methodological Framework ........................................................................................................ 8 Theoretical Framework ............................................................................................................... 9 Subjectivity Statement .............................................................................................................. 10 Limitations and Delimitations .................................................... Error! Bookmark not defined. Significance of the Study ........................................................... Error! Bookmark not defined. viii Chapter Summary ...................................................................... Error! Bookmark not defined. Chapter II: Literature Review ........................................................ Error! Bookmark not defined. Theoretical Framework .............................................................. Error! Bookmark not defined. Aggression and Bullying............................................................ Error! Bookmark not defined. What is aggression? ............................................................... Error! Bookmark not defined. What Is Bullying? .................................................................. Error! Bookmark not defined. The Changing Face of Social Aggression .................................. Error! Bookmark not defined. Cyberbullying and Social Aggression ................................... Error! Bookmark not defined. Federal Legislation................................................................. Error! Bookmark not defined. Gender and Bullying .................................................................. Error! Bookmark not defined. Consequences of Social/Relational Aggression......................... Error! Bookmark not defined. Studies of Adolescent Students and Social Aggression ......... Error! Bookmark not defined. Programs for Prevention of Social Aggression ......................................................................... 30 Chapter Summary .....................................................................
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