Bullying Others: Factoring in Race, Ethnicity and Immigration (page 2)

How to Reduce Bullying at School

Tension about race, ethnicity, and immigration can result in violence and harassment in school, making it an unsafe learning environment. You can improve this problem by advocating for:

• Bullying prevention programs. Contact the school and ask about anti-bullying procedures and diversity education. Do they have research to back up their programs’ effectiveness? Bully prevention programs and diversity education are most likely to be effective if they’re used regularly and are backed by research showing they have been tried and shown to be effective before.
• Codes of conduct. Make sure that everyone is protected by asking the school to list detailed descriptions of the types of bullying (racial, ethnic, immigrant, etc.) that won’t be tolerated. Conduct codes often list just a few of the most common types of bullying, and students may not understand that other kinds of bullying are wrong, too.
• Recorded stories. Keep track of bullying that targets race, ethnicity, or immigration, so you can begin to evaluate the extent of the problem at your school. Once you’ve gathered sufficient data, present it to the administration or school board to help facilitate change. Sharing actual examples can help show school leadership that there is a problem that needs attention.
• Reach out. Make sure that students have an on-campus adult who shares their language—or at least has an understanding of their culture. A trusted adult can give kids the courage to report bullying incidents, especially if they believe the report will result in help being given.
• Survey. Student surveys and focus groups can help spread the word about local conflicts and possible solutions to bullying. Additionally, putting a spotlight on these incidents will show students that their school is aware of this problem and is working to fix it.
• Rally the troops. Encourage educators, parents and community leaders to work together and solve problems related to bullying. The more solutions that are suggested, the better chance the group has of finding an effective solution to bullying based on race, ethnicity and immigration.

Children who feel like outcasts based on their heritage often feel hurt and angry, which could lead to behavioral problems down the line—and they need advocates for their protection and well being. Take a stand to eliminate hate-based bullying, and you can have a positive impact on not only these students, but also on the levels of acceptance of students in general.

This report is based on this chapter:

Scherr, T. G., & Larson, J. (2010). Bullying dynamics associated with race, ethnicity, and immigration status. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.).The Handbook of Bullying in Schools: An International Perspective. New York: Routledge.

And these additional references:

McKenney, K. S., Pepler, D., Craig, W., & Connolly, J. (2006). Peer victimization and psychosocial adjustment: The experiences of Canadian immigrant youth. Electronic Journal of Research in Educational Psychology No. 9, 4, 239-264.

Pepler, D., Connolly, J., & Craig, W. (1999). Bullying and harassment: Experiences of immigrant and minority youth. (CERIS Report). Retrieved from http://ceris.metropolis.net/Virtual%20Library/RFPReports/Pepler1997.pdf

Tartakovsky, E., & Mirsky, J. (2001). Bullying gangs among immigrant adolescents from the Former Soviet Union in Israel: A psych-culturally determined group defense. Journal of Interpersonal Violence, 16, 247-265. doi: 10.1177/088626001016003005

Graham, S., & Juvonen, J. (2002). Ethnicity, peer harassment, and adjustment in middle school: An exploratory study. Journal of Early Adolescence, 22(2), 173-199.

Aboud, F. E. (2003). The formation of in-group favoritism and out-group prejudice in young children: Are they distinct attitudes? Developmental Psychology, 29, 48-60. doi: 10.1037/0012-1649.39.1.48

Nesdale, D. (2004). Social identity processes and children’s ethnic prejudice. In M. Bennett, & F. Sani (Eds.), The development of the social self (pp. 219-245). New York: Psychology Press.

Strohmeier, D., & Spiel, C. (2007). Immigrant children in Austria: Aggressive behavior and friendship patterns in multicultural school classes. In J. E. Zins, M. J. Elias, & C. A. Maher (Eds.), Bullying, victimization, and peer harassment: A handbook of prevention and intervention (pp. 103-120). New York: Haworth Press.

Additional resource:

Bridging Refugee Youth & Children’s Services. (2010). Tool 4: Refugee and immigrant youth and bullying: Frequently asked questions. Retrieved from http://www.brycs.org/documents/upload/bullying.pdf