Peer Victimization and School Adjustment among Ethnically Diverse Middle School Students: Does Ethnic Ingroup Representation Matter?

Autor/inn/en	Espinoza, Guadalupe; Schacter, Hannah; Juvonen, Jaana
Titel	Peer Victimization and School Adjustment among Ethnically Diverse Middle School Students: Does Ethnic Ingroup Representation Matter?
Quelle	In: Journal of Early Adolescence, 39 (2019) 4, S.499-519 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431618770829
Schlagwörter	Peer Relationship; Victims; Social Adjustment; Student Adjustment; Ethnicity; Student Diversity; Middle School Students; Grade 6; Grade 7; Interaction; Hispanic American Students; Urban Schools; White Students; Asian American Students; African American Students; Bullying; At Risk Students; California + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Victim; Opfer; Soziale Anpassung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Ethnizität; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Interaktion; Hispanic; Hispanic Americans; Hispanoamerikaner; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Asian immigrant; United States; Asiatischer Einwanderer; USA; African Americans; Afroamerikaner; Mobbing; Kalifornien
Abstract	Although research has shown that peer victimization is related to negative school outcomes, whether ethnic ingroup size alters victimization-adjustment links is unclear. This study examines whether smaller ethnic ingroup representation amplifies the negative associations between peer victimization and school adjustment. We also examine whether ingroup representation may be more salient for some ethnic groups than others. The ethnically diverse sample includes 4,577 students from 26 schools spanning from the fall of sixth grade to spring of seventh grade (41% Latino, 26% White, 17% Asian American, 16% African American). An interaction between victimization and ethnic ingroup representation emerged only among Latino students. Latino youth victimized in the sixth grade, who attended a school with fewer same-ethnic peers, showed increases in negative seventh-grade climate perceptions and decreases in engagement. Our findings highlight that for Latino youth, ethnic ingroup representation is an important factor to consider when examining the school-related adjustment of victimized youth. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01