Cyberbullying and gender: a qualitative study of how middle school girls experience cyberbullying.

• Online Access: http://hdl.handle.net/2047/D20328927

Studies suggest that girls are more at risk than boys to experience cyberbullying due to their "inherent vulnerable position within society" (Navarro & Jasinski, 2013, p. 287). Those who are targeted are more likely to experience a variety of repercussions inclusive of anger, social anxiety, despair, higher levels of depression, suicidal ideation, lower self-esteem, headaches, academic problems, drug and alcohol addiction, pedagogical problems for teachers, and higher rates of absenteeism (Brandau & Evanson, 2018; DePaolis & Williford 2014; Eden; Kowalski & Limber, 2012; Navarro, Ruiz-Oliva, Larrañaga & Yubero, 2013; Navarro & Jasinski, 2013). In this study, key middle school personnel were interviewed to better understand the cyberbullying experiences of middle school girls. The data gathered yielded three significant themes: 1. The vulnerability of girls was amplified through cyberbullying; 2. The post-cyberbullying experiences of girls were significant; and 3. The post-cyberbullying experiences of the adults involved were salient. One of the more unexpected findings to emerge in this study was the significant amount of time and frustration indicated by the school-based personnel to resolve and counsel those impacted by cyberbullying. This research was relevant to the type of understanding needed not only in the cyberbullying literature, but its implications for school and district-based personnel who have a vested stake in the health and well-being of all students. Cyberbullying's importance was embedded in its negative impact on the academic, social, and psychological effects it has upon those victimized.--Author's abstract