Corrigendum: Toward an Understanding of the Characteristics of Secondary School Cyberhate Perpetrators

Blaya, Catherine; Audrin, Catherine

doi:10.3389/feduc.2019.00083

Cited by 3 publications

(32 citation statements)

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“…The samples generally consisted of adolescents up to 18 years of age. Only two studies, which refer to three publications (Blaya & Audrin, 2019;Blaya et al, 2020;Vaught, 2012), used a sample of a broader age range (8 years), spanning from early to late adolescence. No study looked at children younger than 12 years old.…”

Section: Main Characteristics Of Publications Included and Underlying...mentioning

confidence: 99%

“…In this point, Vaught resembles Lehmann (2019Lehmann ( , 2020 who defined hate-related words, graffiti, or symbols through processes of stigmatization and in-and out-group formation. Nine definitions closely (e.g., via brackets) linked their general terms to specific forms of hate speech (e.g., messages, memes, videos, or graffiti) (Blaya et al, 2020;Blaya & Audrin, 2019;Oksanen et al, 2014;van Dorn, 2004;Vaught, 2012;Wachs et al, 2019Wachs et al, , 2021a.…”

Section: Definitions and Prevalence Of Hate Speech In Empirical Resea...mentioning

confidence: 99%

“…Only a minority of definitions (Blaya et al, 2020;Blaya & Audrin, 2019;Räsänen et al, 2016;Wachs et al, 2021a) considered the harmfulness of hate speech in terms of a given community or social group (e.g., disintegration of social cohesion, advocacy of hatred, rejection, violence, or hostility). The idea that the perpetration of hate speech could have positive effects such as benefitting one's in-group (by attracting new members, through in-out-grouping dynamics, building of group identities, or enforcing vertical group relations) was prevalent in only four definitions (Blaya & Audrin, 2019;Lehmann, 2020;Vaught, 2012;Wachs et al, 2021a). Aspects of perpetration that refer to a person-centered basis of hate speech behaviorsuch as prejudice, bias, a devaluating attitude, hatred, or, most often, the purpose, aim or intention to harm-were mentioned in nine definitions (Blaya et al, 2020;Blaya & Audrin, 2019;Oksanen et al, 2014;Räsänen et al, 2016;Vaught, 2012;Wachs et al, 2019Wachs et al, , 2021a.…”

Section: Definitions and Prevalence Of Hate Speech In Empirical Resea...mentioning

confidence: 99%

“…Locations mediated by ICT (e.g., sites on the Internet) were referred to either globally (e.g., Wachs et al, 2021a) or with items pointing to specific Internet sites, social media tools, or technologies (e.g., Blaya & Audrin, 2019;Blaya et al, 2020;Oksanen et al, 2014;Räsänen et al, 2016). Only two studies, related to four publications, assessed whether online hate posts were searched for deliberately or not (Blaya & Audrin, 2019;Blaya et al, 2020;Oksanen et al, 2014;Räsänen et al, 2016). Cyberhate was the most commonly researched type of hate speech in this sample of publications and studies, thus the respective items logically reflected the online modus of hate speech.…”

Section: Assessment Of Hate Speech Prevalencesmentioning

confidence: 99%

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A Systematic Review on Hate Speech among Children and Adolescents: Definitions, Prevalence, and Overlap with Related Phenomena

Kansok-Dusche

Ballaschk

Krause

et al. 2022

Trauma, Violence, & Abuse

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Little is known about the current state of research on the involvement of young people in hate speech. Thus, this systematic review presents findings on a) the prevalence of hate speech among children and adolescents and on hate speech definitions that guide prevalence assessments for this population; and b) the theoretical and empirical overlap of hate speech with related concepts. This review was guided by the Cochrane approach. To be included, publications were required to deal with real-life experiences of hate speech, to provide empirical data on prevalence for samples aged 5 to 21 years and they had to be published in academic formats. Included publications were full-text coded using two raters (κ = .80) and their quality was assessed. The string-guided electronic search (ERIC, SocInfo, Psycinfo, Psyndex) yielded 1,850 publications. Eighteen publications based on 10 studies met the inclusion criteria and their findings were systematized. Twelve publications were of medium quality due to minor deficiencies in their theoretical or methodological foundations. All studies used samples of adolescents and none of younger children. Nine out of 10 studies applied quantitative methodologies. Eighteen publications based on 10 studies were included. Results showed that frequencies for hate speech exposure were higher than those related to victimization and perpetration. Definitions of hate speech and assessment instruments were heterogeneous. Empirical evidence for an often theorized overlap between hate speech and bullying was found. The paper concludes by presenting a definition of hate speech, including implications for practice, policy, and research.

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Section: Main Characteristics Of Publications Included and Underlying...mentioning

confidence: 99%

Section: Definitions and Prevalence Of Hate Speech In Empirical Resea...mentioning

confidence: 99%

Section: Definitions and Prevalence Of Hate Speech In Empirical Resea...mentioning

confidence: 99%

Section: Assessment Of Hate Speech Prevalencesmentioning

confidence: 99%

See 2 more Smart Citations

A Systematic Review on Hate Speech among Children and Adolescents: Definitions, Prevalence, and Overlap with Related Phenomena

Kansok-Dusche

Ballaschk

Krause

et al. 2022

Trauma, Violence, & Abuse

View full text Add to dashboard Cite

show abstract

“…According to previous studies about online hate speech, girls report higher levels of victimization and lower levels of perpetration than boys (Kaakinen et al, 2018;Blaya and Audrin, 2019;Machackova et al, 2020;Wachs et al, 2022a). In line with these findings, adolescent boys show negative attitudes toward homosexuals (Chaux and León, 2016) and immigrants (Losito et al, 2018;Eckstein et al, 2021) to a greater extent than adolescent girls.…”

Section: Differences By Gendermentioning

confidence: 70%

Hate speech in adolescents: A binational study on prevalence and demographic differences

et al. 2023

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Hate speech, or intentional derogatory expressions about people based on assigned group characteristics, has been studied primarily in online contexts. Less is known about the occurrence of this phenomenon in schools. As it has negative consequences for victims, perpetrators, and those who witness it, it is crucial to characterize the occurrence of offline (i.e., in the school) and online hate speech to describe similarities and differences between these two socialization contexts. The present study aimed to investigate the prevalence of hate speech witnessing, victimization, and perpetration, in a sample of 3,620 7–9th graders (51% self-identified as female) from 42 schools in Germany and Switzerland. We found that 67% of the students witnessed hate speech in their school, and 65% witnessed online hate speech at least once in the past 12 months. Approximately 21% of the students self-identified as offline perpetrators and 33% as offline victims, whereas these percentages were lower for online hate speech (13 and 20%, respectively). In both settings, skin color and origin were the most common group references for hate speech (50% offline and 63% online). Offline hate speech mainly came from classmates (88%), unknown sources (e.g., graffiti; 19%), or teachers (12%), whereas online hate speech mostly came from unknown persons (77%). The most frequent forms of offline hate speech were offensive jokes (94%) and the spread of lies and rumors about the members of a specific social group (84%). Significant differences by country, gender, and migration background were observed. Girls reported more offline victimization experiences, less perpetration, and a greater frequency of witnessing hate speech. This difference was larger in magnitude in the online setting. Students in Switzerland reported being exposed to hate speech more often than students in Germany. Students with a migration background reported higher hate speech victimization based on skin color and origin than students without a migration background. The high prevalence of hate speech highlights the need for school-based prevention programs. Our findings are discussed in terms of the practical implications.

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Associations between Witnessing and Perpetrating Online Hate in Eight Countries: The Buffering Effects of Problem-Focused Coping

Wachs

Wright

Sittichai

et al. 2019

IJERPH

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Online hate is a topic that has received considerable interest lately, as online hate represents a risk to self-determination and peaceful coexistence in societies around the globe. However, not much is known about the explanations for adolescents posting or forwarding hateful online material or how adolescents cope with this newly emerging online risk. Thus, we sought to better understand the relationship between a bystander to and perpetrator of online hate, and the moderating effects of problem-focused coping strategies (e.g., assertive, technical coping) within this relationship. Self-report questionnaires on witnessing and committing online hate and assertive and technical coping were completed by 6829 adolescents between 12 and 18 years of age from eight countries. The results showed that increases in witnessing online hate were positively related to being a perpetrator of online hate. Assertive and technical coping strategies were negatively related with perpetrating online hate. Bystanders of online hate reported fewer instances of perpetrating online hate when they reported higher levels of assertive and technical coping strategies, and more frequent instances of perpetrating online hate when they reported lower levels of assertive and technical coping strategies. In conclusion, our findings suggest that, if effective, prevention and intervention programs that target online hate should consider educating young people about problem-focused coping strategies, self-assertiveness, and media skills. Implications for future research are discussed.

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Corrigendum: Toward an Understanding of the Characteristics of Secondary School Cyberhate Perpetrators

Cited by 3 publications

References 0 publications

A Systematic Review on Hate Speech among Children and Adolescents: Definitions, Prevalence, and Overlap with Related Phenomena

A Systematic Review on Hate Speech among Children and Adolescents: Definitions, Prevalence, and Overlap with Related Phenomena

Hate speech in adolescents: A binational study on prevalence and demographic differences

Associations between Witnessing and Perpetrating Online Hate in Eight Countries: The Buffering Effects of Problem-Focused Coping

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