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dc.contributor.authorConnell, Nadine M
dc.contributor.authorEl Sayed, Sarah
dc.contributor.authorGonzalez, Jennifer M Reingle
dc.contributor.authorSchell-Busey, Natalie M
dc.date.accessioned2019-10-25T01:00:51Z
dc.date.available2019-10-25T01:00:51Z
dc.date.issued2015
dc.identifier.issn0163-9625
dc.identifier.doi10.1080/01639625.2014.977159
dc.identifier.urihttp://hdl.handle.net/10072/388676
dc.description.abstractLittle is known about how ethnic identity influences bullying. Using a racially diverse sample, we examine how within-race perceptions match experiences. We utilize bivariate probit regression to examine the correlation between actual and perceived victimization and bullying experiences. Results suggest no differences in victimization by ethnicity but perceived victimization differed across groups. Perceived and actual bullying differed across all groups. School climate acted as a protective factor against bullying and victimization, but school diversity increased the likelihood of bullying by whites and Latinos. These findings shed light on the importance of ethnic identity in understanding the etiology of bullying.
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge: Taylor & Francis Group
dc.relation.ispartofpagefrom807
dc.relation.ispartofpageto822
dc.relation.ispartofissue10
dc.relation.ispartofjournalDeviant Behavior
dc.relation.ispartofvolume36
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchcode1608
dc.subject.fieldofresearchcode1701
dc.titleThe Intersection of Perceptions and Experiences of Bullying by Race and Ethnicity among Middle School Students in the United States
dc.typeJournal article
dcterms.bibliographicCitationConnell, NM; El Sayed, S; Reingle Gonzalez, JM; Schell-Busey, NM, The Intersection of Perceptions and Experiences of Bullying by Race and Ethnicity among Middle School Students in the United States, Deviant Behavior, 2015, 36 (10), pp. 807-822
dc.date.updated2019-10-24T04:15:12Z
gro.hasfulltextNo Full Text
gro.griffith.authorConnell, Nadine M.


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