The roles of ethnicity and school context in predicting children's victimization by peers.
The roles of ethnicity and school context in predicting children's victimization by peers.
复制标题
种族和学校环境在预测儿童受同龄人伤害方面的作用。
DOI：
10.1023/a:1005187201519
复制
发表时间：
2000
期刊：
影响因子：
--
通讯作者：
Guerra,NG
中科院分区：
文献类型：
--
作者：
Hanish,LD;Guerra,NG
本研究探讨了非裔美国人，西班牙裔和非西班牙裔白色城市小学学龄儿童的同伴受害的流行率，稳定性和上下文相关性。共有1956名儿童（40%的非洲裔美国人，42%的西班牙裔和18%的白色）参加了位于一个大型和一个中型中西部城市的14所公立小学中的任何一所。受害的同行评级是在两个时间点获得的，相隔2年。研究结果显示，被同龄人受害的风险因种族和学校环境而异。西班牙裔儿童的受害得分低于非裔美国人或白色儿童。然而，这些研究结果受到学校环境的调节，例如，参加种族融合的学校与白色儿童的受害风险显着增加有关，非洲裔美国儿童的受害风险略低，并不影响西班牙裔儿童的受害风险。此外，随着时间的推移，非洲裔美国儿童不太可能比西班牙裔和白色儿童反复受到同龄人的伤害。讨论了在解释同伴受害时考虑种族和背景的重要性，并提供了预防干预措施和未来研究的建议。
This study examines the prevalence, stability, and contextual correlates of peer victimization in a sample of African‐American, Hispanic, and non‐Hispanic White urban elementary school‐age children. A total of 1956 children (40% African‐American, 42% Hispanic, and 18% White) attending any 1 of 14 public elementary schools located in one large and one mid‐sized Midwestern city participated in this study. Peer ratings of victimization were obtained at two points in time, separated by a 2‐year period. Findings revealed that risk for being victimized by peers varied by ethnicity and by school context. Hispanic children had lower victimization scores than did either African‐American or White children. These findings, however, were moderated by school context, such that attending ethnically integrated schools was associated with a significantly higher risk of victimization for White children and a slightly lower risk of victimization for African‐American children and did not affect the risk of victimization for Hispanic children. In addition, African‐American children were less likely than Hispanic and White children to be repeatedly victimized by peers over time. The importance of considering ethnicity and context in explaining peer victimization is discussed and suggestions for preventive interventions and future research are provided.