ABSTRACT

Hate-postings are an example of cyberhate that can happen among students in a school. However, no study to date has ever investigated this phenomenon from the perspectives of teachers and almost nothing is known about it in the school setting. Teachers (N= 130, 83% female) reported their knowledge, attitudes, and likely responses to a hypothetical hate-posting incident in which a student was devaluated, insulted and verbally harassed online because of his country of origin and religious affiliation, in addition to giving information about several school level variables. Based on answers to the 22 items of the newly developed handling hate-posting questionnaire (HHPQ), six teacher responses were identified with exploratory factor analysis. Teachers would most often alert other colleagues, followed by using victim-oriented rehabilitating strategies , working with the perpetrators’ parents, applying authority-based sanctions, seeking help from external professionals, and they would rather not ignore the incident. Different individual and school level variables predicted these responses. Teachers who had higher levels of moral disengagement and who reported that there were no school-wide guidelines were more likely to ignore the incident. Implications for the prevention of cyberhate are discussed.

摘要

仇恨帖子是学校学生中可能发生的网络仇恨的一个例子。然而，迄今为止，还没有任何研究从教师的角度调查过这种现象，而且在学校环境中几乎一无所知。教师（N= 130，83% 女性）报告了他们对假设的仇恨发布事件的知识、态度和可能的反应，其中学生因其原籍国和宗教信仰而在网上被贬低、侮辱和口头骚扰，此外提供有关几个学校级别变量的信息。根据对新开发的处理仇恨张贴问卷 (HHPQ) 的 22 个项目的回答，通过探索性因素分析确定了 6 个教师的回答。教师最常提醒其他同事，其次是使用以受害者为导向的康复策略，与肇事者的父母合作，实施权威制裁，寻求外部专业人士的帮助，他们宁愿不理会事件。不同的个人和学校层面的变量预测了这些反应。道德脱离程度较高且报告没有全校指导方针的教师更有可能忽视这一事件。讨论了对预防网络仇恨的影响。