| Background and purpose School bullying often implies gender issue,however,very few research focused on school bullying from gender perspective in China.This study investigated the current situation of bullying in middle school,checked the characteristics of school bullying,and analyzed the gender relevant factors' effect on school bullying,from the discussion of gender identity,gender equality cognition and peer relations.Furtherly,based on the results of this study,some meaningful strategies and suggestions for the prevention and control of school bullying could be demonstrated.MethodsBy the method of multistage stratified sampling,the sampled students as research participants were from Grade 1 to Grade 4 in 7 junior middle schools,Nan Gang District,Harbin City,Hei Longjiang Province.The researcher entered the school and used the PAD(Portable Android Device)as the instrument to carry out the survey among the students in each sampled class.The questionnaire included social demographics,gender identity,gender equality cognitive and peer relationship,as well as school bullying experience,occurrence type and frequency.Using SPSS 20.0 as statistical analysis software,the study made descriptive statistics,independent sample t test,one-way ANOVA,Pearson correlation analysis and multiple regression analysis,and examined the relevant hypothesis in this study.ResultsA total of 2,479 students were surveyed in this study.Among these students,187students(7.54%)conducted bullying behavior,and 325 students(13.11%)got bullied.1.The types and characteristics of bullying/bullied behavior: physical bullying,verbal bullying and fight back bullying ranked in top three both in the male bullying group and the female bullying group;verbal bullied and relationship bullied ranked in the top two in the male bullied group and female bullied group.2.The social demographics difference of bullying/bullied: verbal bullying and sexual bullying were more frequent in senior students,and more sexual bullying by boys;physical bullied and malicious teasing bullied were more in male students,also senior students experienced more sexual bullying.3.The social demographics difference of gender identity,gender equality cognition and peer relationship from the bullying/bullied group: the male students from both the bulling and the bullied group had higher level in gender typicality and gender consistency pressure than the female students,also in the bulling group,male students had higher gender satisfaction than the female students.Both in the bullying and bullied group,the female students had higher level of gender equality including equality of opportunity,equality of rights and obligations,and physiological equality,comparing with the male students.In the bullied group,the students from the higher grade had lower level of gender satisfaction than the other grades,while the higher grade from the bulling and the bullied group faced the challenging of higher pressure for gender consistency.As for as the family environment factor,both in the bullying and the bullied group,the students from the single parent family had lower level in gender satisfaction;and the bullied students from the lower family economic level had lower gender typicality,also both the bullying and the bullied students from the lower family economic level had poor peer relationship.Both the bulling and bullied students from the father with lower education level had higher gender consistency pressure.4.Gender identity,gender equality cognition and peer relationship were significantly correlated with the bullying behavior and the bullied behavior separately.5.By multiple-regression analysis,the results indicated that gender identity,gender equality cognition and peer relationship could have significant prediction on bullying behavior and bullied behavior separately.Students with low gender typicality are more likely to be bullied,while students with low gender satisfaction were more likely to engage in bullying behavior.Poor awareness of equality of rights and obligations could lead to the bullying and the bullied behavior,and poor awareness of equality of opportunity could lead to the bullied behavior,but good peer relationships could reduce the bullied behavior.ConclusionsThe bullying and the bullied behavior in students from junior school were correlated with gender issue,of which,gender identity,gender equality cognition and peer relationship have different effects.As for as the bullying prevention education and intervention,it is crucial to implement gender equality education,which aims to guide students to build proper gender identity,strengthen gender equality relationship,eliminate the gender stereotype from traditional culture,and establish friendly and equal peer relationship,being thus efforts could be beneficial for eliminating school bullying. |
PDF Full Text Request