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Guardian Perceptions of Cyberbullying at the Junior High Level

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GUARDIAN PERCEPTIONS OF CYBERBULLYING AT THE JUNIOR HIGH LEVEL A Record of Study by GENEVIEVE M. LOPARDO Submitted to the Office of Graduate and Professional Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Chair of Committee, Robin Rackley Co-Chair of Committee, Sharon Matthews Committee Members, Beth McNeill William Rupley Head of Department, Michael de Miranda May 2021 Major Subject: Curriculum and Instruction Copyright 2021 Genevieve Lopardo ABSTRACT Cyberbullying is a modern threat that continues to plague vulnerable adolescent children. As their access to technology increases, so does their risk for cyberbullying. Schools have a unique challenge to utilize technology for learning while keeping children safe from online harassment. This mixed-methods study was designed to examine guardian perceptions of cyberbullying at the junior high level. Specifically, this included the determination of issues and concerns held by the students’ guardians and the extent to which they believe cyberbullying is a problem at their campus. In addition, the study intended to identify the wants and needs of guardians in order for them to be empowered to intervene should cyberbullying issues occur with their students. The quantitative portion of the study included a survey shared electronically with guardians. The qualitative portion of the study involved a focus group held with guardians via Zoom. The findings from this study identified several key pieces of data: guardians perceive cyberbullying to be a critical issue, the majority of guardians indicated cyberbullying to be either somewhat of a problem or a problem to a great extent at their school, and guardians indicated a need for targeted education on specific topics for themselves and their students. Conclusions drawn from this study generated three recommendations for the campus: to offer targeted guardian-education sessions, to vary the types of communication platforms between the school and guardians, and to improve existing student education on the topic of cyberbullying. ii DEDICATION This record of study is dedicated to my parents, Kim and Carol Bennetts. Without their encouragement and reassurance, I would not have had the courage to pursue this degree. Without their unwavering support of my husband and children, I would not have been given the gift of time to be able to complete the requirements of this degree. Thank you from the bottom of my heart for being there any given Sunday, for taking the kiddos for lunches and long drives, for bath time, for dinners and jammies, and for many hours of emotional counseling and support. I love you both. I would also like to dedicate this record of study to my husband Brian. My desire to continue pursuing my education was not listed on my eHarmony profile, and I am sure he has often wondered if I might ever be finished with this degree. Thank you for your unconditional love and support while I worked toward this accomplishment. I love you and am blessed to be on this journey of life by your side. iii ACKNOWLEDGEMENTS I would like to thank my committee chairs, Dr. Rackley and Dr. Matthews, and my committee members, Dr. McNeill and Dr. Rupley, for their guidance and support throughout the course of this research. Thank you to the department faculty and staff for making my time at Texas A&M University a positive experience. Thank you to my principal, Kristin Harper, for allowing me to conduct this research on our campus. You have been one of my biggest supporters and have encouraged me not only in pursuing this degree but also in growing as a leader. I am incredibly thankful to have the opportunity to learn from you and work alongside you. Thank you to the administrative team and staff at my school whose support came in so many different forms—from covering meetings, games, or events to spreading the word to the community about the survey and focus group. I am so thankful for your support. Lastly, I would like to thank my sweet family: the best husband there ever was, the two most adorable little boys, and our little miracle girl. Brian—you have been my biggest cheerleader on this journey. Your willingness to pick up the slack during all the hours of studying made this degree possible. Barrett and Grayden—thank you for being understanding when Mommy had to do “schoolwork” and for all the hugs and kisses that got me through it. And to our new addition Bailey—God knew the perfect timing for you to join our family, and we cannot wait to meet you. iv CONTRIBUTORS AND FUNDING SOURCES Contributors This work was supervised by a record-of-study committee consisting of Dr. Robin Rackley, chair; Dr. Sharon Matthews, co-chair; and members Dr. William Rupley of the Department of Teaching, Learning and Culture and Dr. Beth McNeill of the Department of Healthy and Kinesiology. All work for the record of study was completed by the student under the advisement of Dr. Robin Rackley and Dr. Sharon Matthews of the Department of Teaching, Learning and Culture. Funding Sources There are no outside funding contributions to acknowledge related to the research and compilation of this document. v NOMENCLATURE AA/AS associate of arts/science app application BA/BS bachelor of arts/science DHHS Department of Health and Human Services FDA Food and Drug Administration GOF goodness of fit IRB Institutional Review Board ISD independent school district LSSP licensed specialist in school psychology MA/MS master of arts/science MCAR missing completely at random PE physical education PM private message PTA parent–teacher association RQ research question SD standard deviation SNS social-networking site SPSS Statistical Package for the Social Sciences TV television vi TABLE OF CONTENTS Page DEDICATION ................................................................................................................ iii ACKNOWLEDGEMENTS .............................................................................................. iv CONTRIBUTORS AND FUNDING SOURCES ............................................................... v NOMENCLATURE ......................................................................................................... vi TABLE OF CONTENTS .................................................................................................vii LIST OF FIGURES ........................................................................................................... x LIST OF TABLES ............................................................................................................ xi CHAPTER I INTRODUCTION TO THE PROBLEM ....................................................... 1 The Context ...................................................................................................................1 The Problem ..................................................................................................................3 Significance of the Problem ....................................................................................... 5 Research Questions .................................................................................................... 8 Personal Context ............................................................................................................9 Guardian Factor ......................................................................................................... 6 School Factor ............................................................................................................. 7 Significant Stakeholders ............................................................................................... 10 Important Terms .......................................................................................................... 11 Closing Thoughts on Chapter I ..................................................................................... 13 CHAPTER II REVIEW OF THE LITERATURE ............................................................ 14 Defining Bullying and Cyberbullying ........................................................................... 16 Rise of Cyberbullying .................................................................................................. 18 Ramifications of Bullying ............................................................................................ 20 Anxiety and Depression ........................................................................................... 20 Truancy and Academic Issues .................................................................................. 21 Isolation ................................................................................................................... 21 Suicide ..................................................................................................................... 22 Impact of Gender and Age ........................................................................................... 22 Cyberbullying Methods ................................................................................................ 24 Legislation ................................................................................................................... 28 Role of the School ........................................................................................................ 30 vii Page School Staff ............................................................................................................. 30 Incident Reporting ..................................................................................................
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