Peer victimization in school: Exploring the ethnic context
Peer victimization in school: Exploring the ethnic context
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DOI：
10.1111/j.1467-8721.2006.00460.x
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发表时间：
2006-12-01
影响因子：
7.2
通讯作者：
Graham, Sandra
中科院分区：
文献类型：
--
作者：
Graham, Sandra
本文综述了近年来关于学校同伴受害的研究，着重介绍了种族背景、教室和学校的种族构成所起的作用。这项研究有两个重要发现。首先，课堂和学校中更大的种族多样性减少了学生的受害感和脆弱感，因为不同种族群体之间的权力更加平衡。第二，在一个种族群体占多数的非多样性教室里，受害学生是占多数的种族群体的成员，可能特别容易受到自责归因的影响。归因理论作为一个概念框架和种族作为一个背景变量的同伴受害研究的有用性进行了讨论。
This article provides an overview of recent research on peer victimization in school that highlights the role of the ethnic context-specifically, classrooms' and schools' ethnic composition. Two important findings emerge from this research. First, greater ethnic diversity in classrooms and schools reduces students' feelings of victimization and vulnerability, because there is more balance of power among different ethnic groups. Second, in nondiverse classrooms where one ethnic group enjoys a numerical majority, victimized students who are members of the ethnic group that is in the majority may be particularly vulnerable to self-blaming attributions. The usefulness of attribution theory as a conceptual framework and ethnicity as a context variable in studies of peer victimization are discussed.