Bullying Experience of Racial and Ethnic Minority Youth in South Korea

Autor/inn/en	Bae, Hwa-ok; Choo, Hyekyung; Lim, ChaeYoung
Titel	Bullying Experience of Racial and Ethnic Minority Youth in South Korea
Quelle	In: Journal of Early Adolescence, 39 (2019) 4, S.561-575 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431618776121
Schlagwörter	Foreign Countries; Bullying; Racial Bias; Ethnicity; Minority Groups; Youth; Teacher Student Relationship; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Elementary School Students; Secondary School Students; Racial Differences; Victims; Student Behavior; At Risk Persons; South Korea + Suchen Sie Ihr Suchwort? Ausland; Mobbing; Racial discrimination; Rassismus; Ethnizität; Ethnische Minderheit; Jugend; Jugendlicher; Jugendalter; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Sekundarschüler; Rassenunterschied; Victim; Opfer; Student behaviour; Schülerverhalten; Risikogruppe; Korea; Republik
Abstract	This study compared bullying experiences between ethnic minority youth and Korean majority youth in South Korea, and examined whether the student-teacher relationship is associated with their bullying experiences. Participants comprised 148 ethnic minority students and 165 Korean majority students in Grades 4 to 11 in South Korea. Bivariate analyses revealed that ethnic minority youth were more likely to be relationally bullied, but were less likely to bully their peers than Korean majority youth. Ethnic minority youth, with Southeast Asian mothers in particular, are most likely to be victimized and least likely to perpetrate bullying. Generalized linear model analyses identified that the youth's positive perception of teachers decreased the risk of both victimization and perpetration. Policy and practice implications were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01