This is the QA environment of the MD-SOAR platform. It is for TESTING PURPOSES ONLY. Navigate to https://mdsoar.org to access the latest open access research from MD-SOAR institutions.
QA Environment
 

Bullying Victimization and Bully Prevention Programs as Predictors of Classroom Peer Support for Immigrant and US-born Students

Thumbnail Image

Files

07-333-4807-142.pdf (418.72 KB)

Links to Files

https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/view/4807

Permanent Link

https://doi.org/10.17981/cultedusoc.14.2.2023.07
 http://hdl.handle.net/11603/29143

Collections

UMBC School of Social Work
UMBC Faculty Collection

Author/Creator

Author/Creator ORCID

https://orcid.org/0000-0001-9979-2105

Date

2023-07-10

Type of Work

journal articles
Text

Department

Program

Citation of Original Publication

Evans, K. (2023). Bullying Victimization and Bully Prevention Programs as Predictors of Classroom Peer Support for Immigrant and US-born Students.Cultura, Educación y Sociedad, 14(2), 137–156. https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/view/4807.

Rights

This item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)

Subjects

Abstract

Introduction: On average, one in four students in US schools are part of immigrant families, and school is the main place they engage with US-born peers. Their ability to thrive in the classroom can be impacted by both bullying and support of peers and teachers. Objective: This paper sought to understand the relationships between bullying victimization, bullying prevention programs, and school mental health staff on classroom peer support, noting differences among immigrant and US-born students. Methodology: Data are from 7 881 fifth to tenth graders from The Health Behavior in School Children (HBSC) cross-sectional survey. Stata was used to run descriptive statistics, t-tests, and a Hierarchical Linear Model (HLM) to examine the extent to which different supports, victimizations, and demographics influence the level of peer support that students sense in the classroom. Results and discussion: Results indicate no difference in levels of peer support between immigrant and US-born students. However, the influence of interpersonal bullying victimization had a negative relationship with peer support for both US-born and immigrant students across multiple models. Similarly, bullying prevention programs were a significant predictor of increased peer support across multiple models. Conclusion: Implications suggest more research on the topic, and advocacy for bullying prevention programs that are peer led and intentionally account for immigrant students.