Citation

Williams LM, Peguero AA. Race Soc. Probl. 2013; 5(4): 296-308.

Copyright

(Copyright © 2013, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s12552-013-9105-y

PMID

unavailable

Abstract

Significant bodies of scholarship have explored family background and its implications for racial/ethnic differences in academic achievement. Much less attention, however, has focused on the ways in which victimization in schools--and bullying in particular--may impact student performance. Drawing on nationally representative data from the Educational Longitudinal Study of 2002 and employing multilevel analysis from four racial/ethnic groups (Asian, black, Latino, and white), this study examines: (1) the impact of bullying on achievement and (2) the extent to which high- or low-achieving students are more vulnerable to bullying. Results indicate that bullying is relatively more frequent among blacks who are higher achievers and that bullying has equally detrimental consequences on later achievement for all racial/ethnic groups considered in this study. These findings are discussed relative to prior research on racial/ethnic inequality, education, and victimization, and also public policy efforts to address bullying in schools.

Language: en