High School Bystanders Motivation and Response during Bias-Based Bullying

Autor/inn/en	Williams, Amanda J.; Banks, Courtney S.; Blake, Jamilia J.
Titel	High School Bystanders Motivation and Response during Bias-Based Bullying
Quelle	In: Psychology in the Schools, 55 (2018) 10, S.1259-1273 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blake, Jamilia J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22186
Schlagwörter	High School Students; Student Motivation; Bullying; Sexual Orientation; Sexual Identity; Well Being; Homosexuality; Student Attitudes; Adolescents; Youth + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulische Motivation; Mobbing; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Well-being; Wellness; Wohlbefinden; Homosexualität; Schülerverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Bias-based bullying focused on sexual orientation or gender identity in schools has significant negative implications for the academic, social, and emotional well-being of students who identify as lesbian, gay, or bisexual, or who are perceived to behave in gender nonconforming ways. Despite empirical support for the influence of bystander behavior can have on school bullying, information about bystander behavior during bias-based bullying remains limited. Using a thematic narrative analysis, this study analyzed high school students' perceptions of bystander behavior in their school. Results suggest bystanders are observed to enact a range of responses that fall into three categories: (a) passive avoidance, (b) victim support, or (c) joining the bullying situation. Furthermore, the motivation of bystanders was described within the themes of (a) fear, (b) individual characteristics, (c) relationships, and (d) personal experience. By drawing from the daily lived experiences of adolescents, the current study offers greater insight into youth perspective on how future strategies could address bias-based bullying in schools. This study is foundational to increase the ecological validity of efforts to quantify bias-based bullying. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01