Gender Differences in Patterns of School Victimization and Problem Behaviors during Middle School and Their Relation to High School Graduation

Autor/inn/en	Tan, Kevin; Heath, Ryan D.; Das, Aditi; Choi, Yoonsun
Titel	Gender Differences in Patterns of School Victimization and Problem Behaviors during Middle School and Their Relation to High School Graduation
Quelle	In: Youth & Society, 51 (2019) 3, S.339-357 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X17741143
Schlagwörter	Gender Differences; Victims; Bullying; Student Behavior; Behavior Problems; Middle School Students; High School Graduates; Longitudinal Studies; National Surveys; At Risk Students; Graduation Rate; Outcomes of Education; Violence; Suspension; Attendance Patterns; National Longitudinal Survey of Youth + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Victim; Opfer; Mobbing; Student behaviour; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Gewalt; Ausschluss; Schulausschluss
Abstract	Victimization and problem behaviors during middle school detrimentally influence student learning. However, less is known about how they may cooccur and collectively affect high school graduation and whether the interrelationships vary by gender. Using data from a nationally representative cohort of seventh-grade students from the National Longitudinal Survey of Youth (1997; N = 1,009), latent class analyses identified three groups among boys and two among girls. Results indicated that 50% of boys in the high-risk group (high victimization and problem behaviors) did not graduate from high school on time. Furthermore, boys in the moderate-risk group (high victimization, low problem behaviors) graduated from high school on time at a rate comparable with the low-risk boys. Two groups emerged for girls (i.e., low vs. high risk) in which each corresponds to graduation in an expected direction. Findings from this study underscore the importance of gender differences in intervention efforts, especially during middle school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01