Abstract

As researchers and practitioners begin to take a bystander approach toward preventing bullying, which involves a power imbalance between two students, it is important to acknowledge that predictors of bystander intervention may look different in various groups of students. Though school connectedness has been suggested as a predictor, previous literature fails to examine how this relationship may look in students who are racially socialized to be aware of overall inequities in schools, such as African American students. Thus, the purpose of this study was to examine the moderating role of perceived exclusion/privilege in the school on the relationship between school connectedness and willingness to intervene in four acts of aggression (i.e., social exclusion, relational, cyber, and physical) among 183 African American sixth- and ninth-graders (51% female). Findings indicate that perceived exclusion/privilege in the school can decrease students’ willingness to intervene in acts of aggression despite feeling connected to the school.

摘要

随着研究人员和从业人员开始采取旁观者的方法来防止欺凌，这涉及两个学生之间的权力不平衡，因此重要的是要认识到，旁观者干预的预测因素在各个学生群体中可能看起来有所不同。尽管有人建议将学校的联系作为一种预测因素，但先前的文献未能检验这种关系在种族社会化的学生中如何看待这种情况，这些学生已经意识到学校的总体不平等现象，例如非洲裔美国学生。因此，本研究的目的是研究在学校的连通性和愿意干预四种侵略行为（即社会排斥，关系性，网络，和身体方面）在183名非洲裔美国六年级和九年级学生中（女性为51％）。研究结果表明，尽管感觉与学校有联系，但在学校中被视为排斥/特权会降低学生干预侵略行为的意愿。