青少年参与欺凌行为以及对家庭、同伴和学校关系的认知：不同种族/族裔间的共性与差异
Adolescent bullying involvement and perceived family, peer and school relations: commonalities and differences across race/ethnicity.
作者信息
Spriggs Aubrey L, Iannotti Ronald J, Nansel Tonja R, Haynie Denise L
机构信息
Department of Maternal and Child Health and Carolina Population Center, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599-7445, USA.
出版信息
J Adolesc Health. 2007 Sep;41(3):283-93. doi: 10.1016/j.jadohealth.2007.04.009. Epub 2007 Jul 12.
PURPOSE
Although bullying is recognized as a serious problem in the United States, little is known about racial/ethnic differences in bullying risk. This study examined associations between bullying and family, peer, and school relations for white, black and Hispanic adolescents.
METHODS
A nationally representative sample (n = 11,033) of adolescents in grades six to ten participated in the 2001 Health Behaviors in School-Aged Children survey, self-reporting bullying involvement and information on family, peer and school relations. Descriptive statistics and multinomial logistic regression analyses controlling for gender, age and affluence were stratified by race/ethnicity.
RESULTS
Nine percent of respondents were victims of bullying, 9% were bullies, and 3% were bully-victims. Black adolescents reported a significantly lower prevalence of victimization than white and Hispanic students. Multivariate results indicated modest racial/ethnic variation in associations between bullying and family, peer, and school factors. Parental communication, social isolation, and classmate relationships were similarly related to bullying across racial/ethnic groups. Living with two biological parents was protective against bullying involvement for white students only. Furthermore, although school satisfaction and performance were negatively associated with bullying involvement for white and Hispanic students, school factors were largely unrelated to bullying among black students.
CONCLUSIONS
Although school attachment and performance were inconsistently related to bullying behavior across race/ethnicity, bullying behaviors are consistently related to peer relationships across black, white, and Hispanic adolescents. Negative associations between family communication and bullying behaviors for white, black, and Hispanic adolescents suggest the importance of addressing family interactions in future bullying prevention efforts.
目的
尽管欺凌在美国被公认为是一个严重的问题，但对于欺凌风险中的种族/族裔差异却知之甚少。本研究调查了白人、黑人和西班牙裔青少年中欺凌行为与家庭、同伴及学校关系之间的关联。
方法
一个具有全国代表性的六至十年级青少年样本（n = 11,033）参与了2001年学龄儿童健康行为调查，自行报告了欺凌行为的参与情况以及有关家庭、同伴和学校关系的信息。描述性统计和控制性别、年龄和富裕程度的多项逻辑回归分析按种族/族裔进行了分层。
结果
9%的受访者是欺凌行为的受害者，9%是欺凌者，3%是欺凌受害者。黑人青少年报告的受欺凌发生率显著低于白人和西班牙裔学生。多变量结果表明，在欺凌行为与家庭、同伴和学校因素之间的关联中存在适度的种族/族裔差异。父母沟通、社交孤立和同学关系在不同种族/族裔群体中与欺凌行为的关联相似。仅对白人学生而言，与两位亲生父母同住可预防卷入欺凌行为。此外，尽管学校满意度和学业成绩与白人和西班牙裔学生卷入欺凌行为呈负相关，但学校因素在很大程度上与黑人学生的欺凌行为无关。
结论
尽管学校归属感和学业成绩在不同种族/族裔中与欺凌行为的关联并不一致，但欺凌行为在黑人、白人和西班牙裔青少年中始终与同伴关系相关。白人、黑人和西班牙裔青少年中家庭沟通与欺凌行为之间的负相关表明，在未来的欺凌预防工作中解决家庭互动问题很重要。
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