Social consequences of academic teaming in middle school: The influence of shared course taking on peer victimization.

Abstract

This study examined the influence of academic teaming (i.e., sharing academic classes with the same classmates) on the relationship between social preference and peer victimization among 6th grade students in middle school. Approximately 1,000 participants were drawn from 5 middle schools that varied in their practice of academic teaming. A novel methodology for measuring academic teaming at the individual level was employed, in which students received their own teaming score based on the unique set of classmates with whom they shared academic courses in their class schedule. Using both peer- and self-reports of victimization, the results of two path models indicated that students with low social preference in highly teamed classroom environments were more victimized than low preference students who experienced less teaming throughout the school day. This effect was exaggerated in higher performing classrooms. Implications for the practice of academic teaming were discussed.

Diversity protects: The role of school and classroom racial/ethnic diversity on the experience of peer victimization during the middle school years

“…Teamed students share the majority of their classes together, which has the effect of restricting their daily exposure to the larger community of same-grade peers. In previous research, Echols (2015) found that teaming was related to increased victimization over the course of sixth grade for students already unpopular among their peers. Thus teaming offered few opportunities for disliked students to escape their social status and get a “fresh start” with a new set of peers.…”

“…One final time-varying covariate was included in each model to account for the role of sharing classes with the same classmates throughout the school day on victimization and adjustment over time. Teaming scores at each wave were based on students’ class schedules and calculated using Echols (2015) teaming index: …”

“…Teaming refers to students remaining with the same group of classmates for multiple classes, and it is commonly used in middle schools to help create a sense of belonging among students, especially as they transition to the new school environment (McEwin et al, 2003; Thompson & Homestead, 2004). However, because teaming restricts students’ exposure to the general student body at their school, it could have negative effects on victims if they have limited opportunity to find a new niche and fit in (Echols, 2015). Because we had access to students’ individual class schedules, we were able to test whether teaming was related to more victimization at the start of middle school and over time.…”

“The game of bullying”: Shared beliefs and behavioral labels in bullying among middle schoolers.

“…which restricts students' exposure to the general student body at their school because their classmates are always comprised of members of their interdisciplinary team. Teaming may be socially beneficial for popular students but detrimental for children with low social preference, who must endure a poor reputation throughout the majority of the school day (Echols, 2015), which is a similar situation to stable classroom units.…”

Bullying and exclusion from dominant peer group in Polish middle schools.

“…Some schools practice interdisciplinary teaming which consists of a core set of teachers who teach the same group of students (a subset of same-grade students). Although teaming is documented to be beneficial for students and teachers especially during transition, it may also increase victimisation of students with low social preference (Echols, 2015). Both academic teaming and the Polish system bring a danger of long term victimisation caused by social exclusion from the dominant peer group.…”