Top

Gepubliceerd in:

02-03-2018 | Empirical Research

Longitudinal Examination of the Bullying-Sexual Violence Pathway across Early to Late Adolescence: Implicating Homophobic Name-Calling

Auteurs: Dorothy L. Espelage, Kathleen C. Basile, Ruth W. Leemis, Tracy N. Hipp, Jordan P. Davis

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 9/2018

Abstract

The Bully-Sexual Violence Pathway theory has indicated that bullying perpetration predicts sexual violence perpetration among males and females over time in middle school, and that homophobic name-calling perpetration moderates that association among males. In this study, the Bully-Sexual Violence Pathway theory was tested across early to late adolescence. Participants included 3549 students from four Midwestern middle schools and six high schools. Surveys were administered across six time points from Spring 2008 to Spring 2013. At baseline, the sample was 32.2% White, 46.2% African American, 5.4% Hispanic, and 10.2% other. The sample was 50.2% female. The findings reveal that late middle school homophobic name-calling perpetration increased the odds of perpetrating sexual violence in high school among early middle school bullying male and female perpetrators, while homophobic name-calling victimization decreased the odds of high school sexual violence perpetration among females. The prevention of bullying and homophobic name-calling in middle school may prevent later sexual violence perpetration.

vorige artikel How do Adolescents Learn Cyber-victimization Coping Skills? An Examination of Parent and Peer Coping Socialization

volgende artikel Social Costs for Wannabes: Moderating Effects of Popularity and Gender on the Links between Popularity Goals and Negative Peer Experiences

Alleen toegankelijk voor geautoriseerde gebruikers

Achenbach, T. M. (1991). Manual for the youth self-report and 1991 profile. Burlington: Department of Psychiatry, University of Vermont.

Basile, K. C., DeGue, S., Jones, K., Freire, K., Dills, J., & Smith, S. G., et al. (2016). STOP SV: a technical package to prevent sexual violence. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention.

Basile, K. C., Espelage, D. L., Rivers, I., McMahon, P. M., & Simon, T. R. (2009). The theoretical and empirical links between bullying behavior and male sexual violence perpetration. Aggression and Violent Behavior, 14(5), 336–347.CrossRef

Basile, K. C., Smith, S. G., Breiding, M. J., Black, M. C., & Mahendra, R. R. (2015). Sexual violence surveillance: uniform definitions and recommended data elements, version 2.0. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention.

Birkett, M., & Espelage, D. L. (2015). Homophobic name-calling, peer-groups, and masculinity: the socialization of homophobic behavior in adolescents. Social Development, 24, 184–205. https://doi.org/10.1111/sode.12085.CrossRef

Caryle, K. E., & Steinman, K. J. (2007). Demographic differences in the prevalence, co-occurrence and correlates of adolescent bullying at school. Journal of School Health, 77, 623–629. https://doi.org/10.1111/j.1746-1561.2007.00242.x.CrossRef

Cornell, D., & Limber, S. P. (2015). Law and policy on the concept of bullying at school. American Psychologist, 70(4), 333–343.CrossRefPubMed

Enders, C. K. (2010). Applied missing data analysis. New York, NY: Guilford.

Espelage, D. L., Basile, K. C., & Hamburger, M. E. (2012). Bullying experiences and co-occurring sexual violence perpetration among middle school students: shared and unique risk factors. Journal of Adolescent Health, 50, 60–65. https://doi.org/10.1016/j.jadohealth.2011.07.015.CrossRefPubMed

Espelage, D. L., Basile, K. C., Rue, D. L., & Hamburger, M. E. (2015a). Longitudinal associations among bullying, homophobic teasing, and sexual violence perpetration among middle school students. Journal of Interpersonal Violence, 30(14), 2541–2561. https://doi.org/10.1177/0886260514553113.CrossRefPubMed

Espelage, D. L., & Holt, M. L. (2001). Bullying and victimization during early adolescence: peer influences and psychosocial correlates. Journal of Emotional Abuse, 2(3), 123–142. https://doi.org/10.1300/J135v02n02_08.CrossRef

Espelage, D. L., Hong, J. S., Rinehart, S., & Doshi, N. (2016). Understanding types, locations, & perpetrators of peer-to-peer sexual harassment in US middle schools: a focus on sex, racial, and grade differences. Children and Youth Services Review, 71, 174–183.CrossRef

Espelage, D. L., Hong, S. J., Merrin, G. J., Davis, J. P., Rose, C. A., Little, T. D. (2017). A longitudinal examination of homophobic name-calling in middle school: bullying, traditional masculinity, and sexual harassment as predictors. Psychology of Violence. https://doi.org/10.1037/vio0000083.

Espelage, D. L., Holt, M. K., & Henkel, R. R. (2003). Examination of peer-group contextual effects on aggression during early adolescence. Child Development, 74, 205–220. https://doi.org/10.1111/1467-8624.00531.CrossRefPubMed

Espelage, D. L., Low, S., Rao, M. A., Hong, J. S., & Little, T. D. (2014). Family violence, bullying, fighting, and substance use among adolescents: a longitudinal mediational model. Journal of Research on Adolescence, 24, 337–349. https://doi.org/10.1111/jora.12060.CrossRef

Espelage, D. L., Van Ryzin, M., Low, S., & Polanin, J. (2015b). Clinical trial of Second Step© middle-school program: impact on bullying, cyberbullying, homophobic teasing & sexual harassment perpetration. School Psychology Review, 44(4), 464–479. https://doi.org/10.17105/spr-15-0052.1.CrossRef

Gladden, R. M., Vivolo-Kantor, A. M., Hamburger, M. E., & Lumpkin, C. D. (2014). Bullying surveillance among youths: uniform definitions for public health and recommended data elements, version 1.0. https://www.cdc.gov/violenceprevention/pdf/bullying-definitions-final-a.pdf.

Gruber, J. E., & Fineran, S. (2008). Comparing the impact of bullying and sexual harassment victimization on the mental and physical health of adolescents. Sex Roles, 59(1-2), 1.CrossRef

Herek, G. M. (2000). The psychology of sexual prejudice. Current Directions in Psychological Science, 9(1), 19–22.CrossRef

Hill, C., & Kearl, H. (2011). Crossing the line: sexual harassment at school. Washington, DC: American Association of University Women.

Hodges, E. V. E. & Perry, D. G. (1999). Personal and interpersonal antecedents and consequences of victimization by peers. Journal of Personality and Social Psychology, 76(4), 677–685. http://doi.org.proxy2.library.illinois.edu/10.1037/0022-3514.76.4.677.CrossRefPubMed

Kann, L., McManus, T., Harris, W.A., et al. (2016). Youth risk behavior surveillance—United States, 2015. MMWR Morb Mortal Surveil Summ. 2016; 65(SS-06):1–174. http://www.cdc.gov/mmwr/volumes/65/ss/pdfs/ss6506.pdf.

Kimmel, M. S., & Mahler, M. (2003). Adolescent masculinity, homophobia, and violence: random school shootings, 1982-2001. American Behavioral Scientist, 46(10), 1439–1458.CrossRef

Kosciw, J. G., & Diaz, E. M. (2006). The 2005 National School Climate Survey: the experiences of lesbian, gay, bisexual, and transgender youth in our nation’s schools. New York, NY: Gay, Lesbian and Straight Education Network.

Kosciw, J. G., Greytak, E. A., Giga, N. M., Villenas, C., & Danischewski, D. J. (2016). The 2015 National School Climate Survey: the experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. New York, NY: GLSEN.

McMaster, L. E., Connolly, J., Pepler, D., & Craig, W. M. (2002). Peer to peer sexual harassment in early adolescence: a developmental perspective. Development and Psychopathology, 14(1), 91–105.CrossRefPubMed

Messerschmidt, J. W. (2000). Nine lives: adolescent masculinities, the body, and violence. Boulder, CO: Westview Press.

Meyer, E. J. (2008). Gendered harassment in secondary schools: understanding teachers’ (non) interventions. Gender and Education, 20, 555–570. https://doi.org/10.1080/09540250802213115.CrossRef

Miller, S., Williams, J., Cutbush, S., Gibbs, D., Clinton-Sherrod, M., & Jones, S. (2013). Dating violence, bullying, and sexual harassment: longitudinal profiles and transitions over time. Journal of Youth and Adolescence, 42(4), 607–618.CrossRefPubMed

Modecki, K. L., Minchin, J. M., Harbaugh, A. G., Guerra, N. G., & Runions, K. C. (2014). Bullying prevalence across contexts: a meta-analysis measuring cyber and traditional bullying. Journal of Adolescent Health, 55, 602–611. https://doi.org/10.1016/j.jadohealth.2014.06.007.CrossRefPubMed

Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus statistical analysis with latent variables: User’s guide. Los Angeles, CA: Authors.

Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285(16), 2094–2100.CrossRefPubMed

Olweus, D., Limber, S., & Mahalic, S. F. (1999). Bullying prevention program. Boulder, CO: Center for the Study and Prevention of Violence, Institute of Behavioral Science, University of Colorado Boulder.

Pascoe, C. J. (2007). What if a guy hits on you?. Intersections of gender, sexuality, and age in fieldwork with adolescents. In: A. L. Best (ed.) Representing youth: methodological issues in critical youth studies. (pp. 226–249). New York, NY: New York University Press.

Pellegrini, A. D. (2001). A longitudinal study of heterosexual relationships, aggression, and sexual harassment during transition from primary school through middle school. Applied Developmental Psychology, 22, 119–133.CrossRef

Pepler, D. J., Craig, W. M., Connolly, J. A., Yuile, A., McMaster, L., & Jiang, D. (2006). A developmental perspective on bullying. Aggressive Behavior, 32, 376–384. https://doi.org/10.1002/ab.20136.CrossRef

Phoenix, A., Frosh, S., & Pattman, R. (2003). Producing contradictory masculine subject positions: narratives of threat, homophobia and bullying in 11–14 year old boys. Journal of Social Issues, 59(1), 179–195.CrossRef

Plummer, D. C. (2001). The quest for modern manhood: Masculine stereotypes, peer culture and the social significance of homophobia. Journal of Adolescence, 24(1), 15–23.CrossRefPubMed

Poteat, V. P., & DiGiovanni, C. D. (2010). When biased language use is associated with bullying and dominance behavior: the moderating effect of prejudice. Journal of Youth and Adolescence, 39(10), 1123–1133.CrossRefPubMed

Poteat, V. P., & Espelage, D. L. (2005). Exploring the relation between bullying and homophobic verbal content: the Homophobic Content Agent Target (HCAT) scale. Violence and Victims, 20(5), 513.CrossRefPubMed

Poteat, V. P., & Espelage, D. L. (2007). Predicting psychosocial consequences of homophobic victimization in middle school students. The Journal of Early Adolescence, 27, 175–191. https://doi.org/10.1177/0272431606294839.CrossRef

Poteat, P., Espelage, D. L., & Green, H. (2007). The socialization of dominance: peer group contextual effects on heterosexist and dominance attitudes. Journal of Personality and Social Psychology, 92(6), 1040–1050. https://doi.org/10.1037/0022-3514.92.6.1040.CrossRefPubMed

Poteat, V. P., Kimmel, M. S., & Wilchins, R. (2011). The moderating effects of support for violence beliefs on masculine norms, aggression, and homophobic behavior during adolescence. Journal of Research on Adolescence, 21(2), 434–447.CrossRef

Poteat, V. P., O’Dwyer, L. M., & Mereish, E. H. (2012). Changes in how students use and are called homophobic epithets over time: patterns predicted by gender, bullying, and victimization status. Journal of Educational Psychology, 104, 393–406. https://doi.org/10.1037/a0026437.CrossRef

Poteat, V. P., & Rivers, I. (2010). The use of homophobic language across bullying roles during adolescence. Journal of Applied Developmental Psychology, 31, 166–172. https://doi.org/10.1016/j.appdev.2009.11.005.CrossRef

Poteat, V. P., & Vecho, O. (2015). Who intervenes against homophobic behavior? Attributes that distinguish active bystanders. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2015.10.002.

Rinehart, S. J., & Espelage, D. L. (2016). A multilevel analysis of school climate, homophobic name-calling, and sexual harassment victimization/perpetration among middle school youth. Psychology of Violence, 6, 213–222. https://doi.org/10.1037/a0039095.CrossRef

Rinehart, S. J., Espelage, D. L., & Bub, K. L. (2017). Longitudinal effects of gendered harassment perpetration and victimization on mental health outcomes in adolescence. Journal of Interpersonal Violence, Online publication. https://doi.org/10.1177/0886260517723746.

Robers, S., Zhang, A., & Morgan, R. E. (2015). Indicators of school crime and safety: 2014. NCES 2015-072/NCJ 248036. Washington, DC: National Center for Education Statistics.

Slaatten, H., Anderssen, N., & Hetland, J. (2014). Endorsement of male role norms and gay-related name-calling. Psychology of Men & Masculinity, 15(3), 335.CrossRef

Stein, N. D. (1995). Sexual harassment in K-12 schools: the public performance of gendered violence. Harvard Educational Review, 65, 145–162.CrossRef

Stein, N., Marshall, N. L., & Tropp, L. R. (1993). Secrets in public: sexual harassment in our schools. Wellesley, MA: Wellesley College Center for Research on Women.

Stoudt, B. G. (2006). “You’re either in or you’re out” school violence, peer discipline, and the (re) production of hegemonic masculinity. Men and Masculinities, 8(3), 273–287.CrossRef

Theodore, P. S., & Basow, S. A. (2000). Heterosexual masculinity and homophobia: a reaction to the self? Journal of Homosexuality, 40(2), 31–48.CrossRefPubMed

Tucker, J. S., Ewing, B. A., Espelage, D. L., Green, Jr., H. D., de, lH., & Pollard, M. S. (2016). Longitudinal associations of homophobic name-calling victimization with psychological distress and alcohol use during adolescence. Journal of Adolescent Health, 59(1), 110–115. https://doi.org/10.1016/j.jadohealth.2016.03.018.CrossRefPubMed

Turner, H. A., Finkelhor, D., Hamby, S. L., Shattuck, A., & Ormrod, R. K. (2011). Specifying type and location ofpeer victimization in a national sample of children and youth. Journal of Youth and Adolescence, 40(8), 1052–1067.CrossRefPubMed

U.S. Department of Education, Office of Civil Rights (2001). Revised sexual harassment guidance: harassment of students by school employees, other students, or third parties: title IX. http://www2.ed.gov/about/offices/list/ocr/docs/shguide.html.

Ybarra, M., Espelage, D. L., & Mitchell, K. J. (2014). Differentiating youth who are bullied from other victims of peer-aggression: the importance of differential power and repetition. Journal of Adolescent Health, 55, 293–300. https://doi.org/10.1016/j.jadohealth.2014.02.009.CrossRefPubMed

Titel: Longitudinal Examination of the Bullying-Sexual Violence Pathway across Early to Late Adolescence: Implicating Homophobic Name-Calling
Auteurs: Dorothy L. Espelage
Kathleen C. Basile
Ruth W. Leemis
Tracy N. Hipp
Jordan P. Davis
Publicatiedatum: 02-03-2018
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 9/2018
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-018-0827-4

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 9/2018

Pacifists and Revenge-Seekers in Response to Unambiguous Peer Provocation

Trends in the Perpetration of Physical Aggression among Norwegian Adolescents 2007–2015

Modeling Trajectories of Sensation Seeking and Impulsivity Dimensions from Early to Late Adolescence: Universal Trends or Distinct Sub-groups?

Development of Friendship and Task Values in a New School: Friend Selection for the Arts and Physical Education but Socialization for Academic Subjects

Is Inspiring Group Members an Effective Predictor of Social Dominance in Early Adolescence? Direct and Moderated Effects of Behavioral Strategies, Social Skills, and Gender on Resource Control and Popularity

Social Costs for Wannabes: Moderating Effects of Popularity and Gender on the Links between Popularity Goals and Negative Peer Experiences