An Intersectional Examination of the Effects of Race/Ethnicity and Immigrant Status on School Victimization in Predominantly Hispanic/Latinx High Schools

Autor/inn/en	Yang, Chunyan; Manchanda, Sarah; Lin, Xueqin; Teng, Zhaojun
Titel	An Intersectional Examination of the Effects of Race/Ethnicity and Immigrant Status on School Victimization in Predominantly Hispanic/Latinx High Schools
Quelle	In: School Psychology Review, 50 (2021) 2-3, S.303-315 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2020.1840262
Schlagwörter	Race; Ethnicity; Immigrants; Victims; Bullying; School Violence; Hispanic American Students; High School Students; School Demography; Context Effect; Power Structure; Correlation; Incidence; Group Dynamics; Prevention; Adolescents; California + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Ethnizität; Immigrant; Immigrantin; Immigranten; Victim; Opfer; Mobbing; School; Schools; Violence; Schule; Gewalt; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Schulbesuchsrate; Korrelation; Vorkommen; Gruppendynamik; Prävention; Vorbeugung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kalifornien
Abstract	Guided by the theory of intersectionality and social identity theory, this study examined the interactive influences of both racial/ethnic majority status and immigrant status on students' school victimization experiences in predominantly Hispanic/Latinx high schools. Participants included 3,176 high school students in Grades 9 to 12 from four high schools in central California. Results of chi-square tests and regression analyses suggested that, after controlling for students' gender, grade, parent educational level, and status for receiving free and reduced price meals, Hispanic/Latinx students (racial/ethnic majority) reported lower levels of school victimization, as measured by both the prevalence rate and frequency level, in comparison to non-Hispanic/Latinx students (racial/ethnic minority). Immigrant status was not significantly associated with their school victimization experiences. Moreover, there was a significant interaction between students' racial/ethnic majority status and immigrant status on students' school victimization experiences. More specifically, among U.S.-born students, non-Hispanic/Latinx students reported higher victimization incidence rates than Hispanic/Latinx students, but no significant difference was found between Hispanic/Latinx and non-Hispanic/Latinx immigrant students. The findings highlight the importance of understanding context-specific group dynamics and the intersection of multiple group-level and individual-level identities to inform school violence prevention and intervention in diverse school settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01