Date of Award

3-19-1997

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Teaching & Learning

First Advisor

Donald L. Piper

Abstract

The purpose of this study was to assess self-reported perceptions of students in grades 4-6 in a mid-sized midwestern public school district in relation to bullying. Research questions addressed frequency of bullying, types of bullying behavior, relationships between bullying and demographic variables, and relationships between bullying and selected risk behaviors.Data were gathered using three forms of a survey developed by a local task force and administered by classroom teachers to 591 students in grades 4-6 in five selected elementary schools. Frequencies and percentages were used to analyze demographic variables and types of bullying behaviors. The chi-square test for independence was used to identify significant relationships between bullying and the selected risk behaviors.More than one-third of the students reported being bullied (victims) and one-fifth of the students reported bullying someone else (bullies). Most bullying was verbal; however, physical bullying occurred almost as frequently. Most bullying occurred at school. The percentages of students who were victims were approximately equal in all grades, but those who were bullies increased by grade; sixth graders were more likely to be bullies than were fourth or fifth graders. Males were either victims or bullies more frequently than were females. Both victims and bullies were more likely to come from single-parent families.Both victims and bullies tended to: have poor self-esteem, believe that others would be better off without them, feel sad, not feel safe at school, believe people at school did not care about them, think school was difficult, get in trouble at school, and know others who had brought weapons to school. Victims tended to: worry a lot, not like themselves, and sometimes want to stay home from school so someone would not hurt them. Bullies were more likely than victims to be home without adult supervision for more than two hours after school each day, to drink alcohol, to use tobacco products, to cheat on a test, and to have brought a weapon to school.This study may provide useful information and insights for others who may be facing the challenges of bullying in the school, the community, or society in general.

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