"It Must Be 'Me'": Ethnic Diversity and Attributions for Peer Victimization in Middle School

Autor/inn/en	Graham, Sandra; Bellmore, Amy; Nishina, Adrienne; Juvonen, Jaana
Titel	"It Must Be 'Me'": Ethnic Diversity and Attributions for Peer Victimization in Middle School
Quelle	In: Journal of Youth and Adolescence, 38 (2009) 4, S.487-499 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-008-9386-4
Schlagwörter	Middle Schools; Bullying; Early Adolescents; Adjustment (to Environment); Grade 6; Victims of Crime; Minority Groups; Depression (Psychology); Peer Relationship; Self Concept; Middle School Students; Student Diversity; Hispanic American Students; African American Students; Peer Influence; Student Adjustment; Symptoms (Individual Disorders); Context Effect + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Mobbing; School year 06; 6. Schuljahr; Schuljahr 06; Victim; Victims; Crime; Opfer; Verbrechen; Ethnische Minderheit; Peer-Beziehungen; Selbstkonzept; Middle schools; Student; Students; Schüler; Schülerin; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; African Americans; Afroamerikaner; Adjustment; Adaptation; Psychiatrische Symptomatik
Abstract	This study examined the mediating role of self-blaming attributions on peer victimization-maladjustment relations in middle school and the moderating role of classroom ethnic diversity. Latino and African American 6th grade participants (N = 1105, 56% female) were recruited from middle schools in which they were either members of the numerical majority ethnic group, the numerical minority, or one of several ethnic groups in ethnically diverse schools. Peer nomination data were gathered in the Fall of 6th grade to determine which students had reputations as victims of harassment and self-report data on self-blame for peer harassment and the adjustment outcomes of depressive symptoms and feelings of self-worth were gathered in the Spring of 6th grade, approximately 6 months later. A mediational model in which self-blame partly explained the relation between victimization and maladjustment was supported among students from the majority ethnic group in their classroom but not among students from the minority group. The usefulness of including ethnic diversity as an important context variable in studies of peer victimization during early adolescence was discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10