Rejected Bullies or Popular Leaders? The Social Relations of Aggressive Subtypes of Rural African American Early Adolescents.

Farmer, Thomas W.; Estell, David B.; Bishop, Jennifer; O'Neal, Keri K.; Cairns, Beverley D.

doi:10.1037/0012-1649.39.6.992

Cited by 172 publications

(205 citation statements)

References 67 publications

(129 reference statements)

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“…38 For bullies, however, some literature suggests that their social status may be above average or improved due to bullying. 38,60 Because of this, some students might be inclined to call themselves bullies even if they truly are not. In addition, although there is literature to support that self-report is quite accurate after grade 2 and becomes more reliable as the children age, a combination of peer reports, teacher reports, and self-reports produces better estimates of children's relational adjustment.…”

Section: Discussionmentioning

confidence: 99%

Bullying and School Safety

Glew¹,

Fan²,

Katon³

et al. 2008

The Journal of Pediatrics

139

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Objective-To identify an association between involvement in bullying and problems in school.Study design-This was a cross-sectional study of 5391 students in grades 7, 9, and 11 in an urban public school district. The main outcome measure was involvement in bullying. Secondary outcomes included attendance, grade point average, psychosocial distress, and perceived acceptability of carrying guns to school.Results-Of the 5391 children surveyed, 26% were involved in bullying either as victim, bully, or both (bully-victim). All 3 groups were significantly more likely than bystanders to feel unsafe at school and sad most days. Victims and bully-victims were more likely to say they are "no good." Victims were more likely to feel that they "do not belong" in their school. The odds of being a victim (vs a bystander) were 10% lower for every 1 point increase in grade point average. Bully-victims were more likely to say that it is "not wrong" to take a gun to school.Conclusions-Associations between involvement in bullying and academic achievement, psychological distress, and the belief that it is not wrong to take a gun to school reinforce the notion that school environment is interrelated with mental health and school success.Bullying is defined as any repeated negative activity or aggression intended to harm or bother someone who is perceived by peers as being less physically or psychologically powerful than the aggressor. 1 Of particular concern is that bullying may have an adverse impact on victims' scholastic achievement, desire to attend school, and psychological health. 2 In 2000, Nansel et al 3 found a prevalence of bullying involvement (as bully, victim, or both [bully-victim]) among American teens and preteens of approximately 30%. But although this study found a significant association between bullying involvement and lower self-reported academic achievement, it did not use objective measures of academic achievement. Two other studies found a relationship between victim status and lower grade point averages. 4,5 Results from studies of other age groups in other countries vary. [6][7][8] Between 1994 and 1999, 220 school-associated violent deaths occurred in the United States, of which 172 were committed by students. Analysis revealed that the offending students were 2.6 times more likely to have been bullied than their victims. 9 One US national study reported that during 1 month in 2001, 2.7 million students carried a weapon to school. In that study, carrying weapons was associated both with being a bully and with being a victim 19,20 Variations in culture, school variables, or socioeconomic factors may account for these differences. [19][20][21] The present study arose from an offer by a US urban school district to allow the authors to analyze the results of a survey designed to assess and improve the school climate. The goal was to characterize bullies, victims, and bully-victims as completely as possible given the available information. We identified the opportunity to answer the following specific...

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Section: Discussionmentioning

confidence: 99%

Bullying and School Safety

Glew¹,

Fan²,

Katon³

et al. 2008

The Journal of Pediatrics

139

View full text Add to dashboard Cite

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“…Males may thus express higher levels of aggression in part to cause peers to distance themselves from the individual, and demonstrate the ability to protect oneself in times of stress. Some research suggests that males (particularly during adolescence and young adulthood) are attracted to male peers that are perceived as aggressive and dominant (e.g., Chang, 2004;Farmer et al, 2003).This research suggests that males may have evolved the sensitivity to express higher levels of aggressive behaviors in order to attract the affiliation of potential coalition members and avoid interactions with potentially dangerous adversaries. In contrast, females were predicted to exaggerate the expression of submissive distress behaviors (i.e., crying) in order to attract the affiliation of others.…”

Section: Discussionmentioning

confidence: 99%

Sex Differences in Affect Behaviors, Desired Social Responses, and Accuracy at Understanding the Social Desires of Other People

Vigil

2008

Evol Psychol

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I recently proposed a socio-relational framework that suggests that phenotypic variation in the expression of discrete affect behaviors (e.g., expressed anger vs. sadness) may reflect two basic dimensions of behavioral response. The first dimension is the motivation to selectively attract or avoid interactions with different people. The second dimension is the behavioral display of either personal capacity or trustworthiness cues, often through the expression of dominant and submissive behaviors, respectively (Vigil, in press). Sex differences in affect behaviors (e.g., externalizing vs. internalizing displays) may reflect developmental sensitivities to advertise capacity and trustworthiness cues somewhat differently, due to the unique social dynamics and relational constraints under which males and females evolved. In this study, I use a series of self-report questionnaires to examine two basic assumptions of the framework. The first assumption is that sex differences in nonverbal affect behaviors (aggression vs. crying) reflect the desire for, and are effective for causing other people to either avoid or comfort the individual, respectively. I hypothesized that males would report a greater likelihood of responding to various distress moods with aggressive, rather than crying behaviors, and that males would desire, and believe male peers similarly desire distancing responses from others when feeling these moods. Instead, females were hypothesized to report more crying behaviors, and to desire, and believe female peers desire more comforting responses from others. The second assumption is that people are more accurate at inferring the desired social responses (i.e., to be left alone or comforted when experiencing distress) of same-sex, rather than oppositesex peers. I hypothesized that people's beliefs of same-sex peers are more similar to the self-reported desires of the male and female participants, themselves, than their beliefs of opposite-sex peers. The results are consistent with the first assumption, but show that only men were more accurate at inferring same-sex, rather than opposite-sex desires. In general, the findings are consistent with the socio-relational framework that suggests that humans may have evolved specialized expressive behaviors and interpersonal styles for communicating and interacting with same-sex affiliates.

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“…Both cultural and racial orientation predicted higher ratings on a social skills measure. Much of the literature regarding social skills for African American youth focuses on aggressive behaviors, isolation and other problems (Farmer, Estell & Bishop, 2003;Olmeda & Kaufman, 2003;Cooley & Triemer, 2002). In other words, there continues to be a prominent deficit-based approach to understanding social skills for African American youth, and these findings suggest that there is something particular about African American's experience, culturally and racially, that facilitates social skill development.…”

Section: Discussionmentioning

confidence: 98%

Exploring the Role of Culture and Race in African American Adolescents

Cartman¹,

Watts²,

Armstrong³

2007

PsycEXTRA Dataset

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There are myriad definitions of the terms race, ethnicity and culture in social sciences literature. Often these terms are used interchangeably with no conceptual rationale. This study aims to contribute to our greater understanding of the similarities and differences between the conceptualization and use of race and culture as they are experienced by African American adolescents. Multiple regression analyses and factor analysis were conducted for 223 African American high school aged students who completed a survey about racial and ethnic identity and a variety of positive youth development outcomes. Results showed preliminary support for race and culture being distinguishable yet intricately related. Results are also presented that compares the relationship of either a racial or cultural orientation on various youth development outcomes.

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Rejected Bullies or Popular Leaders? The Social Relations of Aggressive Subtypes of Rural African American Early Adolescents.

Cited by 172 publications

References 67 publications

Bullying and School Safety

Bullying and School Safety

Sex Differences in Affect Behaviors, Desired Social Responses, and Accuracy at Understanding the Social Desires of Other People

Exploring the Role of Culture and Race in African American Adolescents

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