Citation

Evans CB, Chapman MV. Am. J. Orthopsychiatry 2014; 84(6): 644-652.

Affiliation

School of Social Work, University of North Carolina at Chapel Hill.

Copyright

(Copyright © 2014, American Orthopsychiatric Association, Publisher Wiley Blackwell)

DOI

10.1037/ort0000031

PMID

25545432

Abstract

Bullying is a common experience for many school-aged youth, but the majority of bullying research and intervention does not address the content of bullying behavior, particularly teasing. Understanding the various forms of bullying as well as the language used in bullying is important given that bullying can have persistent consequences, particularly for victims who are bullied through biased-based bullying, such as being called gay, lesbian, or queer. This study examines bullying experiences in a racially and ethnically diverse sample of 3,379 rural elementary-, middle-, and high-school youth. We use latent class analysis to establish clusters of bullying behaviors, including forms of biased-based bullying. The resulting classes are examined to ascertain if and how bullying by biased-based labeling is clustered with other forms of bullying behavior. This analysis identifies 3 classes of youth: youth who experience no bullying victimization, youth who experience social and emotional bullying, and youth who experience all forms of social and physical bullying, including being bullied by being called gay, lesbian, or queer. Youth in Classes 2 and 3 labeled their experiences as bullying.

RESULTS indicate that youth bullied by being called gay, lesbian, or queer are at a high risk of experiencing all forms of bullying behavior, highlighting the importance of increased support for this vulnerable group. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Language: en