By Ian Rivers
Homophobic Bullying: examine and Theoretical Perspectives presents a overview of key reviews that experience formed the way in which we view homophobia in academic contexts. utilizing theories and ideas drawn from psychology, sociology, anthropology, and ethology, this booklet goals to conceptualize homophobic bullying as a build of dominant associations and teams that strengthen ideals concerning the abnormality of homosexuality. Rivers demonstrates how bullying is a posh social technique during which perpetrators are supported via lively confederates, passive bystanders, and detached onlookers. Rivers additionally discusses new varieties of bullying, reminiscent of cyberbullying, and explores the theoretical and social-psychological implications of bullying utilizing new applied sciences. He discusses the demanding situations confronted by way of lecturers in eroding unfavorable, implicit attitudes within the face of socially appropriate, particular expressions of those attitudes.
Included listed here are basic information drawn from numerous stories that Rivers has carried out during the last 20 years, in addition to discussions of key reports performed by means of different researchers within the US, Canada, united kingdom, Australia, and Scandinavia. Rivers explores the psycho-social correlates and capability long term results of bullying and homophobia, utilizing quite a few medical reviews as a consultant to knowing the capability damage that effects from school-based aggression. a massive characteristic of this publication is the combination of basic quantitative and qualitative information, case reviews from mom and dad, instructed lesson plans, and experiences of modern felony motion that spotlight the hazards for college kids and lecturers of no longer battling this actual kind of university violence. eventually, the e-book seems to the longer term and the altering face of faculties, the slow erosion of homophobia as an approved 'norm' inside society, and the associations that teach destiny generations. eventually, this booklet displays the examine trip of its writer and the improvement of a noticeable world-wide physique of proof charting the demanding situations confronted by way of people who find themselves or are easily classified lesbian, homosexual, or bisexual.
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Extra resources for Homophobic Bullying: Research and Theoretical Perspectives
S conclusion, it does suggest that children who have learning difﬁculties or physical impairments are much more likely to be the victims of peer aggression than their able-bodied mainstream counterparts. This position was supported by Norwich and Kelly (2004) in their study of 101 students attending both mainstream and special schools. ’s (1982) second conclusion—that those students who attended special schools were no more likely to be bullied than any other child or young person—also requires consideration.
Researchers Smith Mahdavi, Carvalho, Fisher, Russell, and Tippett (2008) have deﬁned cyberbullying as “an aggressive, intentional act carried out by a group or individual, using electronic forms of contact, repeatedly and over time against a victim who cannot easily defend him or herself ” (p. 376). While all of these deﬁnitions stress that cyberbullying has to be repeated (just like conventional bullying), the media through which such bullying is perpetrated is diverse. 1 2000-2008 Cyberbullying: Inclusion criteria for studies conducted between Bullying: An Overview of Research SMS/text messages, and instant messages as means of bullying others.
He stared at me with an uninterrupted gaze that could melt steel. It was a look of complete disgust. I ignored him. But the next day he was staring again. And the next . . and the next . . and the next. (pp. 28–29) Although much of the research cited in this chapter has focused upon victimisation perpetrated by peers, Pilkington and D’Augelli (1995) also found that 7% of their sample reported being hurt by a teacher, especially the young women (11% for women and 7% for men). They also found that those students who were from cultural minority groups were more likely to report abusive behaviour by teachers than white students (10% and 6% respectively).