Hanish L D, Guerra N G
Arizona State University, Department of Family Resources and Human Development, Tempe 85287-2502, USA.
Am J Community Psychol. 2000 Apr;28(2):201-23. doi: 10.1023/A:1005187201519.
This study examines the prevalence, stability, and contextual correlates of peer victimization in a sample of African-American, Hispanic, and non-Hispanic White urban elementary school-age children. A total of 1956 children (40% African-American, 42% Hispanic, and 18% White) attending any 1 of 14 public elementary schools located in one large and one mid-sized Midwestern city participated in this study. Peer ratings of victimization were obtained at two points in time, separated by a 2-year period. Findings revealed that risk for being victimized by peers varied by ethnicity and by school context. Hispanic children had lower victimization scores than did either African-American or White children. These findings, however, were moderated by school context, such that attending ethnically integrated schools was associated with a significantly higher risk of victimization for White children and a slightly lower risk of victimization for African-American children and did not affect the risk of victimization for Hispanic children. In addition, African-American children were less likely than Hispanic and White children to be repeatedly victimized by peers over time. The importance of considering ethnicity and context in explaining peer victimization is discussed and suggestions for preventive interventions and future research are provided.
本研究调查了非裔美国、西班牙裔和非西班牙裔白人城市小学适龄儿童样本中同伴侵害行为的发生率、稳定性及其相关背景因素。共有1956名儿童（40%为非裔美国人，42%为西班牙裔，18%为白人）参与了本研究，他们就读于中西部一个大城市和一个中等城市的14所公立小学中的任意一所。在两个时间点获取了同伴侵害行为的评分，时间间隔为两年。研究结果显示，同伴侵害的风险因种族和学校环境而异。西班牙裔儿童的受侵害得分低于非裔美国儿童或白人儿童。然而，这些结果受到学校环境的调节，即就读于种族融合学校的白人儿童受侵害风险显著更高，非裔美国儿童受侵害风险略低，而对西班牙裔儿童的受侵害风险没有影响。此外，随着时间推移，非裔美国儿童比西班牙裔和白人儿童更少被同伴反复侵害。本文讨论了在解释同伴侵害行为时考虑种族和环境的重要性，并提供了预防性干预措施及未来研究的建议。
