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SEMANA 9: Guía de práctica N° 7 EXTRACCION Y ANALISIS DEL ADN
Schools are important settings for learning and developing individually and socially. However, for many students, schools serve as locations for bullying, name-calling, and harassment, which can make school less safe and supportive and can impede learning. These forms of harassment may target personal characteristics, which may have particularly damaging consequences as they threaten students’ individual identities.44 Thus,
we asked students how often people at their school are bullied, called names, or harassed because of specific personal characteristics: their actual or perceived sexual orientation, gender expression, race or ethnicity, religion, body size or appearance, academic ability (i.e., how well they do at school), family income, and actual or perceived disability.
About 9 in 10 students (92.0%) said that other students at their school are bullied, called names, or harassed for at least one of these reasons.45
As shown in Figure 1.6, students most commonly said that students are harassed because of their body size or appearance (84.1%), their academic ability (75.4%), the way they express their gender (75.3%), and their sexual orientation (74.2%).46
In addition to asking about how often other students experience bullying based on personal characteristics, students were asked to select the single most common or most frequent reason people are bullied, called names, or harassed at their school (Figure 1.7).47 Students reported
the most common reason for bullying, name- calling, and harassment was the way someone looks or their body size (36.2%), followed by sexual orientation (because people think they
FROM TEASING TO TORMENT: SCHOOL CLIMATE REVISITED 18
are gay, lesbian, or bisexual) (19.2%). About one in ten students named a person’s race/ethnicity (10.4%), their academic ability (10.1%), or their gender expression (i.e., how masculine/feminine someone is) (9.2%), as the most common reason for harassment. Fewer students said that religion, family income, or others’ disability served as the most common reason for harassment.
It is not surprising that there were similarities between students’ reports on the frequency that various types of bullying occur and their assessments of the most common form of bullying—the most frequently reported, such as body size/appearance and sexual orientation, were often reported as the most common. The
consistency of the findings regarding body size/ appearance and sexual orientation suggest that students with body types which counter common norms or standards, and students who do not identify as heterosexual (or who are perceived as not heterosexual), likely experience more negative school environments. Findings on the frequency of bullying and on the most common type of bullying, however, were not consistent for bullying based on gender expression. Gender expression-based bullying was reported to occur as frequently as bullying based on sexual orientation and was second in frequency only to bullying related to bodily appearance (see Figure 1.6). Yet, gender expression was, according to
19.6% 22.2%
Figure 1.7 Most Common Reason Students are Bullied at School
Way they look or their body size Ability at school (either not doing well or doing very well)
How masculine or feminine
they are They are or
people think they are gay, lesbian, or bisexual
Race/ethnicity Family does not have
a lot of money Have a disability (physical,
learning, emotional, or mental disability) or people think they have a disability
Religion None of these
36.2% 19.2% 10.4% 10.1% 9.2% 5.3% 2.3% 2.2% 5.1% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% 19.6% 26.5% 24.6% 22.2% 28.1% 28.3% 27.2% 26.4% 25.0% 25.5% 24.2% 21.9% 19.9% 17.6% 16.0% 16.1% 21.5% 14.1% 14.0% 13.7% 9.7% 8.2% 8.2% 5.2% 18.0% 9.3% 12.5% 16.3% 9.1% 6.2% 7.5% 3.3% Figure 1.6 Prevalence of Students Bullied, Called Names, or Harassed at School by Reason
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Way they look or their body size Ability at school (either not doing well
or doing very well)
How masculine or feminine
they are
They are or people think they are gay, lesbian, or bisexual
Race/ethnicity Family does not have a lot of money
Have a disability (physical, learning, emotional, or mental disability) or people think they have a disability
Religion
Rarely Often Very Often Sometimes
student reports, the fifth most common reason for bullying (Figure 1.7). It may be that bullying based on gender expression is closely linked to bullying based on other types of characteristics. Specifically, given that gender expression is often conveyed through physical appearance, such as clothing and hairstyles, bullying based on gender expression may be closely related to bullying based on appearance. Furthermore, bullying based on gender expression may involve homophobic language (e.g., a boy not acting “masculine enough”) and thus, it could also be classified as bullying based on actual or perceived sexual orientation.
Presence of Bullying, Name-Calling, and Harassment by School Characteristics Finally, we examined differences in student perceptions of bullying and harassment at their school (see Table 1.2) and found that overall, students’ perceptions of bullying are fairly similar across school level, type, locale, and region. However, there were a few differences:
• School level. Students in high school
(vs. middle school) reported a higher prevalence of bullying based on race.48
• School type. Students in public school (vs.
religious or independent schools) were more likely to report bullying and harassment based on all reasons, except disability.49
• Locale. Students in rural schools (vs. suburban
and urban schools) reported higher rates of bullying based on sexual orientation.50
• Region. In general, students in the West were
less likely to report bullying and harassment based on sexual orientation, income, and appearance compared to other students.51
Way They Look or Their Body Size Ability at School How Masculine or Feminine They Are They Are or People Think They Are Gay,
Lesbian, or Bisexual Race/ Ethnicity Disability Family Does Not Have a
Lot of Money Religion
School Level Middle School 40.0% 32.8% 24.9% 37.6% 13.4% 42.2% 17.2% 9.0% High School 39.8% 20.9% 27.6% 28.4% 20.5% 38.4% 15.4% 8.5% School Type Public 41.4% 23.3% 27.4% 31.4% 19.8% 16.4% 14.8% 8.9% Private Non-religious 19.6% 12.5% 12.8% 18.7% 8.5% 8.5% 4.2% 8.5% Private Religious 23.4% 31.2% 21.4% 14.9% 10.5% 9.2% 15.8% 3.9% Region Northeast 43.2% 20.8% 23.4% 24.9% 16.5% 13.5% 10.2% 7.9% Midwest 42.7% 24.4% 28.9% 31.6% 19.6% 18.5% 19.5% 9.2% South 40.6% 25.8% 30.2% 39.0% 23.2% 17.5% 18.3% 10.2% West 32.2% 21.3% 21.7% 20.6% 13.9% 12.1% 8.0% 6.5% School Locale Urban 35.0% 24.3% 24.7% 29.5% 15.9% 14.1% 17.1% 8.3% Suburban 41.0% 22.8% 26.7% 29.4% 20.9% 13.6% 13.3% 7.2% Small Town/Rural 41.8% 23.6% 28.5% 32.2% 17.6% 16.6% 19.4% 11.7%
Table 1.2 Percentage of Students Reporting Bullying, Name-Calling, or Harassment by School Characteristics (Percentage reporting that students are bullied at school “often” or “very often” for following reasons)