Peer Victimization in School : Exploring the Ethnic Context  

Oleh:

Graham, Sandra

Jenis: Article from Journal - e-Journal
Dalam koleksi: Current Directions in Psychological Science vol. 15 no. 06 (Dec. 2006), page 317-321.
Topik: peer victimization; attributions; ethnicity; ethnic diversity
Fulltext: 11. Peer Victimization in School - Exploring the Ethnic Context.pdf (107.4KB)

Isi artikel

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.

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