liu.seSearch for publications in DiVA
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
How do secondary school students explain bullying?
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.ORCID-id: 0000-0001-9233-3862
Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Utbildningsvetenskap.
2019 (engelsk)Inngår i: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 61, nr 2, s. 142-160Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Background: In order to support efforts to prevent bullying, more needs to be understood about students own explanations of bullying in their everyday school lives. In-depth qualitative analysis can contribute important insights regarding insider perspectives in terms of how students understand and explain the social interaction patterns of bullying.Purpose: The aim of the study was to examine, in detail, how a small sample of lower secondary school students explain why bullying happens and to develop a grounded theory analysis based on the students perspectives.Method: The participants in the study were 17 Swedish lower secondary school students aged between 13 and 15years. A total of 17 qualitative interviews and 3 follow-up interviews were conducted. Grounded theory methods based on a constructivist position were used to explore and analyse the data.Findings: The findings are based on data collected from young people who had witnessed bullying. The analysis of their explanations of why bullying happens resulted in six categories: social positioning, victim constructing, bullying normalising, rule diffusion, rule resistance and cultural ideals. These categories are interrelated, and the core process of bullying was identified as social positioning. The analysis suggested that the main concern of those who engage in bullying is to gain and maintain a high social status. Victims, in turn, were socially constructed as different and wrong, and were connected with a low-status position.Conclusions: The study draws attention to the need for students understandings of bullying to be considered - for example, through student consultations. It is hoped that the current findings could be helpful as a starting point when investigating students perspectives and giving students a voice in bullying prevention approaches at school.

sted, utgiver, år, opplag, sider
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD , 2019. Vol. 61, nr 2, s. 142-160
Emneord [en]
Bullying; student perspective; social positioning; victim; secondary school; bullying prevention
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-158588DOI: 10.1080/00131881.2019.1600376ISI: 000468484300002OAI: oai:DiVA.org:liu-158588DiVA, id: diva2:1334862
Merknad

Funding Agencies|Swedish Research Council [D0775301]

Tilgjengelig fra: 2019-07-03 Laget: 2019-07-03 Sist oppdatert: 2019-07-03

Open Access i DiVA

Fulltekst mangler i DiVA

Andre lenker

Forlagets fulltekst

Søk i DiVA

Av forfatter/redaktør
Thornberg, RobertDelby, Hanna
Av organisasjonen
I samme tidsskrift
Educational research (Windsor. Print)

Søk utenfor DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric

doi
urn-nbn
Totalt: 18 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf