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- Caravita, Simona C. S., et al.
(author)
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When the bullied peer is native-born vs. immigrant: A mixed-method study with a sample of native-born and immigrant adolescents
- 2020
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In: Scandinavian Journal of Psychology. - : WILEY. - 0036-5564 .- 1467-9450. ; 61:1, s. 97-107
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Journal article (peer-reviewed)abstract
- An increasing number of immigrant students attend Italian schools, with the possibility of being involved in bullying episodes. A few studies have investigated this phenomenon, providing some evidence that immigrant students may face an increased risk of being bullied compared to native-born students. The present study adopted a mixed-method design, which may better detect the dynamics of bullying towards immigrant peers. Participants were 692 native-born and immigrant students (20.5% with immigrant background; 54.8% females) who filled in self-report measures about their bullying experiences, popularity, acceptance of diversity at school, and prejudice. Thirty-five pupils (54% with immigrant background) were also interviewed. Two hypothetical bullying scenarios were presented: one depicting a native-born victim and one depicting an immigrant victim. After each scenario, adolescents were encouraged to reason about the motives for bullying. Quantitative data showed that general bullying was associated with perceived popularity status among peers, while racial bullying was associated with prejudice but not peer status. The relevance of anti-immigrant prejudices in driving racial bullying emerged also from adolescents interviews. The qualitative data indicated that among the reasons for bullying, adolescents mentioned a desire for dominance and popularity, in particular when the victim was non-immigrant. Findings suggest that, in addition to individual and peer group-related risk factors, prejudice also needs to be addressed in anti-bullying interventions aimed to counteract racial bullying.
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| 2. |
- Mazzone, Angela, et al.
(author)
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“Judging by the cover” : A grounded theory study of bullying towards same-country and immigrant peers
- 2018
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In: Children and youth services review. - : Pergamon Press. - 0190-7409 .- 1873-7765. ; 91, s. 403-412
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Journal article (peer-reviewed)abstract
- This study investigated students perspectives about bullying towards same-country and immigrant peers. Thirty-five Italian and immigrant students (age range: 11-15) took part to the study. Participants were probed with two bullying scenarios, depicting respectively a new classmate from another Italian city and from a foreign country. A Grounded Theory approach was adopted to examine participants perspectives about the motives for bullying. Findings showed that a process of socializing deviance is at the core of both forms of bullying. This social process refers to a series of shared beliefs within the peer group about the victims deviant features. Three sub-categories related to both forms of bullying emerged from the core concept: (a) Rejecting the newcomer deviance, (b) Rejecting physical deviance, (c) and Rejecting personality deviance. These sub-categories were related to the sub-categories of bullying towards immigrant peers: (d) Rejecting cultural deviance, (e) and Learned racism. Findings are discussed in terms of their theoretical and practical relevance.
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