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Bullying in Schools : = How School and Student Characteristics Predict Bullying Behaviors Among Boys in American Secondary Schools.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Bullying in Schools :/
Reminder of title:	How School and Student Characteristics Predict Bullying Behaviors Among Boys in American Secondary Schools.
Author:	Dietrich, Lars.
Description:	1 online resource (165 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
Subject:	Education policy. -
Online resource:	click for full text (PQDT)
ISBN:	9781339466095

Bullying in Schools : = How School and Student Characteristics Predict Bullying Behaviors Among Boys in American Secondary Schools.
Dietrich, Lars.

Bullying in Schools :How School and Student Characteristics Predict Bullying Behaviors Among Boys in American Secondary Schools. - 1 online resource (165 pages)

Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.

Thesis (Ph.D.)--Brandeis University, The Heller School for Social Policy and Management, 2016.

Includes bibliographical references

This dissertation argues that bullying is a fundamental response to bullies' feelings of insecurity. Past research has found factors associated with bullying to include socioeconomic status and propensities towards violent behavior. Contextual factors posited here that produce the feelings of insecurity, which lead to bullying, include peer group dynamics, school climates, and teaching.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339466095Subjects--Topical Terms:

1107727
Education policy.
Index Terms--Genre/Form:

554714
Electronic books.

Bullying in Schools : = How School and Student Characteristics Predict Bullying Behaviors Among Boys in American Secondary Schools.
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100 1 $a Dietrich, Lars. $3 1185516
245 1 0 $a Bullying in Schools : $b How School and Student Characteristics Predict Bullying Behaviors Among Boys in American Secondary Schools.
264 0 $c 2016
300 $a 1 online resource (165 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
500 $a Advisers: Thomas M. Shapiro; Ronald F. Ferguson.
502 $a Thesis (Ph.D.)--Brandeis University, The Heller School for Social Policy and Management, 2016.
504 $a Includes bibliographical references
520 $a This dissertation argues that bullying is a fundamental response to bullies' feelings of insecurity. Past research has found factors associated with bullying to include socioeconomic status and propensities towards violent behavior. Contextual factors posited here that produce the feelings of insecurity, which lead to bullying, include peer group dynamics, school climates, and teaching.
520 $a In relationship to peer groups, the theoretical framework of this dissertation draws primarily from the theories of Robert E. Crosnoe and Dorte M. Sondergaard. The assumption is that students are socially embedded in peer groups in which they struggle for social status (Crosnoe 2011) and in many cases experience the threat of social marginalization (Sondergaard 2012). Sondergaard, in particular, theorizes that the more insecure students feel about their social status in peer groups, the more likely they are to resort to bullying behavior.
520 $a All multivariate analyses in this dissertation are limited to white, black, and Latino boys. The resulting sample comprises N=6,491 student observations nested within 153 schools. The nested sampling structure requires multi-level modeling (MLM) for the calculation of unbiased estimates.
520 $a I find that individual-level student background characteristics are stronger predictors of bully identification than the school context, as measured by student body composition and teaching style factors. In addition, social status insecurity is a mediating factor for many of the student- and school-level predictors of bullying.
520 $a The dissertation distinguishes four types of schools, each of which is above or below average on two major dimensions. The first dimension is academic support (i.e., how caring and responsive teachers are), while the other is academic press (i.e., how strict and demanding they are).
520 $a I find that black male students are more likely to self-identify as bullies in schools that are below average on both academic support and academic press, compared to those that are above average on both. The pattern for Latino boys is different. For them, self-reported bullying is higher when the school rates high on academic support, but low on academic press.
520 $a I find no statistically significant role for teaching styles in predicting the amount of bully identification among white males.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education policy. $3 1107727
650 4 $a Social research. $3 1179269
650 4 $a Educational psychology. $3 555103
655 7 $a Electronic books. $2 local $3 554714
690 $a 0458
690 $a 0344
690 $a 0525
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Brandeis University, The Heller School for Social Policy and Management. $b The Heller School for Social Policy and Management. $3 1185517
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10010595 $z click for full text (PQDT)