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.

Impact Statement

This article will further the conversation of bystander behavior in bullying situations by considering a key contextual factor of a marginalized group of students.

摘要

随着研究人员和从业者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，重要的是要承认旁观者干预的预测因素在不同的学生群体中可能看起来不同。尽管学校连通性被认为是一个预测因素，但以前的文献未能研究这种关系在那些被种族社会化以意识到学校整体不平等的学生中的表现，例如非裔美国学生。因此，本研究的目的是检查学校中感知排斥/特权对学校连通性和干预四种侵略行为（即社会排斥、关系、网络、183 名非裔美国六年级和九年级学生（女性占 51%）。调查结果表明，尽管感觉与学校有联系，但在学校中感知到的排斥/特权会降低学生干预侵略行为的意愿。

影响声明

本文将通过考虑边缘化学生群体的关键背景因素，进一步探讨欺凌情况下的旁观者行为。