Abstract

Guided by the social–ecological, social identity, and social misfit theories, the present study examined the gender, racial/ethnic, and grade-level differences of students’ perceived school safety and their associations with bullying victimization and school-wide bullying using a sample of 25,896 students from 114 public schools. Results of hierarchical linear regression modeling suggested that the negative association between individual-level bullying victimization and perceived school safety was stronger among White than Black students, and stronger among middle school than high school students. The negative association between school-wide bullying and perceived school safety was stronger in middle schools than in elementary schools. The perception of school safety also varied across racial/ethnic groups. The findings highlight the ecological influences of school-wide bullying and bullying victimization on student school safety perception. They also highlight the importance of understanding students’ perceptions of racial/ethnic identity, membership, and social status in schools when developing interventions that promote school safety.

Impact Statement

The findings highlight the ecological influences of school-wide bullying and bullying victimization on school safety at both the student and school levels. They also highlight the importance of understanding students’ normative perceptions of racial/ethnic identity, membership, and social status in schools when developing racially/ethnically responsive and grade-level specific strategies that promote school safety and alleviate the negative influences of bullying on students’ perceived school safety.

Supplemental data for this article is available online at https://doi.org/10.1080/2372966X.2020.1860427

摘要

本研究以社会生态、社会认同和社会错配理论为指导，研究了学生对学校安全感知的性别、种族/民族和年级差异及其与欺凌受害和全校欺凌的关联来自 114 所公立学校的 25,896 名学生的样本。分层线性回归模型的结果表明，白人学生的个体层面欺凌受害与感知学校安全之间的负相关性更强，中学生强于高中生。与小学相比，中学校园欺凌与感知学校安全之间的负相关性更强。不同种族/族裔群体对学校安全的看法也各不相同。调查结果突出了全校欺凌和欺凌受害对学生学校安全认知的生态影响。他们还强调了在制定促进学校安全的干预措施时了解学生对学校种族/民族身份、成员身份和社会地位的看法的重要性。

影响声明

调查结果强调了全校欺凌和欺凌受害对学生和学校层面的学校安全的生态影响。他们还强调了在制定促进学校安全和减轻欺凌对学生的负面影响的种族/族裔响应和年级特定策略时了解学生对种族/族裔身份、成员身份和社会地位的规范看法的重要性。感知学校安全。

本文的补充数据可在 https://doi.org/10.1080/2372966X.2020.1860427 在线获得