Girls and bullying: discussions with three middle school students
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The Ohio State University / OhioLINK
2003
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1407504019 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu14075040192021-08-03T06:26:57Z Girls and bullying: discussions with three middle school students Puskas, Gloria Education Adolescents report some form of bully victimization at a rate of 80% to 90% (Boulton & Smith, 1994; Olweus, 1991, 1994) and 90% of American students surveyed felt their victimization by a bully was the cause of their isolation from peers (Hoover, Oliver, & Hazier, 1992).Bullying in boys can take a non-physical form (e.g., intimidation and teasing) as well as the form of aggression that is ongoing and physical (Gottheil & Dubow, 2000). Girls, on the other hand, have been reported to prefer bullying methods that allow them to manipulate peer relationships in non-physical ways (Crick & Bigbee, 1998). These findings are overshadowed, however, by other reports that indicate that when aggressive behavior is compared specifically in girls and boys, only minimal differences occur (Gottheil & Dubow, 2000).Research exists in the area of social aggression in young adolescent women and studies have been conducted overseas on bullying behaviors in young adolescent girls. However, very little is available in the professional literature on bullying behaviors in girls in the United States, especially from the perspective of urban education.A qualitative, grounded theory approach was chosen to examine the aggressive behaviors of three girls attending two large urban middle schools in the Midwest. Issues particularly salient for urban school populations are addressed in interpreting the data from this research and include topics such as poverty and student exposure to violence and crime. These concerns are then examined in terms of Maslow’s Hierarchy of Needs in an attempt to explain the bullying behaviors of young adolescent girls as they enter the social arena of middle school. Ecological, cognitive developmental, as well as social cognitive learning theoretical perspectives are utilized in the interpretation of the data. 2003 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1407504019 http://rave.ohiolink.edu/etdc/view?acc_num=osu1407504019 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Education |
| spellingShingle |
Education Puskas, Gloria Girls and bullying: discussions with three middle school students |
| author |
Puskas, Gloria |
| author_facet |
Puskas, Gloria |
| author_sort |
Puskas, Gloria |
| title |
Girls and bullying: discussions with three middle school students |
| title_short |
Girls and bullying: discussions with three middle school students |
| title_full |
Girls and bullying: discussions with three middle school students |
| title_fullStr |
Girls and bullying: discussions with three middle school students |
| title_full_unstemmed |
Girls and bullying: discussions with three middle school students |
| title_sort |
girls and bullying: discussions with three middle school students |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
2003 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1407504019 |
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AT puskasgloria girlsandbullyingdiscussionswiththreemiddleschoolstudents |
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