Bullying Victimization and Bully Prevention Programs as Predictors of Classroom Peer Support for Immigrant and US-born Students
| dc.contributor.author | Evans, Kerri | |
| dc.date.accessioned | 2023-08-08T22:57:26Z | |
| dc.date.available | 2023-08-08T22:57:26Z | |
| dc.date.issued | 2023-07-10 | |
| dc.description.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. | en_US |
| dc.description.uri | https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/view/4807 | en_US |
| dc.format.extent | 20 pages | en_US |
| dc.genre | journal articles | en_US |
| dc.identifier | doi:10.13016/m2nge3-mmy6 | |
| dc.identifier.citation | 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. | en_US |
| dc.identifier.uri | https://doi.org/10.17981/cultedusoc.14.2.2023.07 | |
| dc.identifier.uri | http://hdl.handle.net/11603/29143 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | Universidad de la Costa | en_US |
| dc.relation.isAvailableAt | The University of Maryland, Baltimore County (UMBC) | |
| dc.relation.ispartof | UMBC School of Social Work | |
| dc.relation.ispartof | UMBC Faculty Collection | |
| dc.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. | en_US |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) | * |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
| dc.title | Bullying Victimization and Bully Prevention Programs as Predictors of Classroom Peer Support for Immigrant and US-born Students | en_US |
| dc.title.alternative | Programas de Victimización por Bullying (Intimidación) y Prevención de Bullying Intimidación) como Predictores del Apoyo entre Compañeros en el Aula para Estudiantes Inmigrantes y Nacidos en los Estados Unidos | en_US |
| dc.type | Text | en_US |
| dcterms.creator | https://orcid.org/0000-0001-9979-2105 | en_US |