A survey of 31 teachers and counselors who work predominantly with African American students about bullying revealed these findings: Analyses by individual questions indicated that participants (a) disagreed that bullies and victims were of any particular ethnic group, (b) were unsure about whether gender impacted bullying and whether bullying had decreased (c) agreed that pairing loners with other students was a good intervention and that victims tended to be students with special needs, and (d) strongly agreed that bullies have feelings of power and control. Analyses by categories and demographic characteristics indicated no statistically significant differences for gender and job position. There were statistically significant differences found for frequency and intensity of bullying for (a) age, with younger respondents perceiving fewer rates, (b) ethnicity, with Hispanic participants perceiving higher rates, and (c) years of experience, with those with fewer years of working experience perceiving fewer rates.
Robles-Piña, R. A., Harris, A., & Porias, R. (2008). Bullying: An Adult Perspective from Educators Who Work Predominately with African American Students. Contemporary Issues in Juvenile Justice, 2(1). Retrieved from https://digitalcommons.pvamu.edu/cojjp-contemporaryissues/vol2/iss1/1