Race, Gender, and Bullying Behavior: The Role of Perceived Stereotypes

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dc.contributor.advisor Maxine Thompson, Committee Chair en_US
dc.contributor.advisor Michael Schwalbe, Committee Member en_US
dc.contributor.advisor Feinian Chen, Committee Member en_US
dc.contributor.author Farrar, Brandy Deneen en_US
dc.date.accessioned 2010-04-02T18:01:00Z
dc.date.available 2010-04-02T18:01:00Z
dc.date.issued 2006-08-18 en_US
dc.identifier.other etd-08082006-143628 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/1125
dc.description.abstract In recent years, bullying among middle-school youth and adolescents has become a serious problem in American schools (Nansel et al. 2001). Researchers from a variety of different disciplines attempt to identify factors associated with bullying in order to develop effective intervention programs. However, many findings in relation to race, gender, and bullying are largely inconclusive. The present study employs a social constructionist framework to understand race and gender differences in adolescent bullying. Specifically, I explore how the meanings associated with race and gender in the form of popular stereotypes influence bullying behavior. The findings reported here are from the Gender and Middle School study conducted among 535 adolescents attending middle school in the southeast. The results of the analyses show significant relationships between race, gender, and bullying. Black students (compared to white and other minority) and male students (compared to female) reported higher frequencies of bullying. Further, perceiving that others stereotype you increases the frequency of participating in bullying behavior and explains the relationship between race and bullying. Lastly, the stereotype influence is greater for black males in the study than the effect for white males. These findings have implications for education officials as well as theory on the influence of stereotypes on adolescent behavior. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject bullying en_US
dc.subject social constructionist perspective en_US
dc.subject stereotypes en_US
dc.subject gender en_US
dc.subject race en_US
dc.title Race, Gender, and Bullying Behavior: The Role of Perceived Stereotypes en_US
dc.degree.name MS en_US
dc.degree.level thesis en_US
dc.degree.discipline Sociology en_US


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