Bullied Back in the Closet

Hollis, Leah P.; McCalla, Scott A.

doi:10.1002/jpoc.21109

Cited by 26 publications

(10 citation statements)

References 18 publications

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“…PRACTICAL IMPLICATIONS Workplace bullying has received more attention in research circles since the 1990s (Branch et al, 2013;Cowan, 2012;Fritz, 2014;Hollis & McCalla, 2013, Zabrodska & Kveton, 2013. Some researchers considered the psychological impact, while others focused on the cost and damage to the institution.…”

Section: Resultsmentioning

confidence: 99%

Higher Education Henchmen: Vicarious bullying and underrepresented populations

Hollis¹

2017

ASSRJ

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This study is an original examination of the overlooked phenomenon of vicarious bullying in higher education. While researchers have brought attention to direct bullying, vicarious bullying-which results when a third party acts as the aggressor or henchman-can also create destructive environments that lead to employee disengagement and turnover. The findings reported in this analysis were obtained through a meta-analysis of 317 American institutions of higher education, thus including both four-year and two-year colleges. The purpose of this analysis was to consider the frequency of vicarious bullying as reported by the study participants. The participants invited to engage the instrument were from 317 colleges and universities. Of these study respondents 35% of them (n = 197) reported being the target of vicarious bullying. Participants from underrepresented backgrounds involving race, gender, and sexual orientation also reported vicarious bullying with higher frequency than the 35% frequency reported from the general sample.

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Section: Resultsmentioning

confidence: 99%

Higher Education Henchmen: Vicarious bullying and underrepresented populations

Hollis¹

2017

ASSRJ

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“…Concluded in [10], their study entitled Bullied back in the closet: Disengagement of LGBT employees facing workplace bullying that the bullying process is mentally and physiologically damaging to people.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Prevalence of Bullying among LGBT Students in Nueva Ecija

Santos¹,

Jesus²

2020

OALib

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In general, school bullying, and LGBT student harassment in particular, have increasingly gained national attention as a serious issue that needs to be resolved. This paper described the types and forms of bullying that LGBT students have experienced in terms of: Verbal or Written, Physical, Relational or Social, and Cyber; the negative impacts of bullying LGBT students; and, the solution or suggestions of LGBT students to minimize bullying. The study used descriptive method and utilized Likert-scale type questionnaire. A total of 152 college students (90 from private schools and 62 from state universities and colleges) in Nueva Ecija were involved in this study. They were composed of 98 gays, 22 lesbians, and 32 self-confessed bisexuals. Based on the results of this study, it was concluded that verbal/written bullying was the most prevalent type of bullying that LGBT students had experienced in their school. This is in the forms of persistent teasing, threatening, intimidating, and name calling. Likewise, bullying had caused negative impacts on them especially on the state of their emotions and feelings. They feel anxious, threatened, concealed feelings and unable to trust others. Other types of bullying (physical, social/relational, and cyber) were only sometimes experienced by the LGBT students but some of its forms were still occurred in their school like restraining, showing subtle but negative languages, and embarrassing and humiliating online. It was further concluded that the prevalence of bullying among LGBT students can be minimized through the help of those who are experiencing it with the help of their school community (parents, teachers, administrators and staff).

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“…Transfer students commonly experienced alienation, isolation, transfer shock, and adjustment issues when transferring to four-year colleges and universities (Gilroy, 2012). For students from diverse backgrounds, this dynamic can be exacerbated when faced with fitting into a predominantly white-majority campus culture (Hollis & McCalla, 2013).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Untitled

2017

EUROPEAN J ED RES

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This study is a departure from discussions on why community college students do not transfer in large numbers, but instead, provides an analysis of Latino students from community college who have successfully transferred to Tier 1 universities. The conceptual framework included student engagement theory (Kuh, 2003), the support for student autonomy (Koestner et al., 2015), and the importance of students studying to mastery (Sarwat & Irshad, 2012). These theories were applied to the central research question, 'What strategies do Latino students from a community college use to create a successful transition from community college to Tier 1 colleges and universities?' The researcher generated six themes on how Latino students experienced successful transfer: institutional support, student transfer experiences, strategies to adapt, financial support, studying to mastery, and family support as major factors for academic success. These findings would be significant to student development specialists in community colleges. Further, such findings can be used to support Latino community college students as they sought transfer to four-year colleges and universities.

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Bullied Back in the Closet

Cited by 26 publications

References 18 publications

Higher Education Henchmen: Vicarious bullying and underrepresented populations

Higher Education Henchmen: Vicarious bullying and underrepresented populations

Prevalence of Bullying among LGBT Students in Nueva Ecija

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