Student Disposition-Personality: Determinants of Right or Wrongdoing (continued)

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Bullying

CNN reported a study by Price (2001) in which about 550 Midwestern middle school students were interviewed regarding bullying behavior. The results were disconcerting.

• Eighty percent said they acted like bullies at least once a month. Their behavior included physical aggression, social ridicule, teasing, name calling, and issuing threats. Earlier reports indicated about 15 percent.
• "A lot more goes on in junior high than the teachers or supervisors really know about," said one girl (Espelage, 1999).
• "Different" kids are likely targets. When one boy was asked why he thought he was picked on, he replied, "because I'm fat" (Espelage, 1999).
• "Kids don't have the skills to stop it. They also fear that if they try, attention will turn to them," according to a psychologist (Espelage, 1999).

Why do students bully? "It's fun," said one unrepentant bully. "These kids, they're like helpless—I mean they've got the big glasses and the fat stomachs" (Espelage, 1999). School shootings have spotlighted bullying behavior. The shooters in these tragedies complained that they were treated like social outcasts. There is a concern that by ignoring bully behavior, parents, teachers, and school administrators are in essence condoning it. Bullying is not just a normal part of growing up. Several resources exist that give parents and educators the simple language to explain to their child/student what a bully is and what to do about it.

Cheating

According to the literature, cheating has become a serious problem among Americans attending school in today's society (Puett, 2004). It is most prevalent at the college level. There, however, have been numerous reports of cheating incidents occurring at the high school level. Because it is such a serious problem, Puett's study attempted to determine at what age children begin to recognize what cheating is and the age at which they begin cheating themselves. In this study, first through sixth grade students attending two schools of different socioeconomic status participated. The student participants listened to a survey consisting of six scenarios dealing with different aspects of cheating and dishonesty. From the data collected, distinct differences between child's responses at each elementary school and grade level occurred. The results indicated that children who attended the lower socioeconomic school were more likely to view cheating behaviors as being okay. Fewer children attending the higher socioeconomic status school viewed cheating behaviors as acceptable. As children grew older, they were less likely to view cheating behaviors as acceptable. Although more studies are needed, the value of identifying possible determinants could lead to a way of prevention.