Speaker
Description
In recent years, educational institutions across Europe have been experiencing a substantial increase in classroom ethnic diversity, prompting investigation of its' impact on classroom social dynamics and peer bullying. The aim of the present study was to investigate the moderating role of students' minority status and classroom climate (i.e., classroom peer support, classroom moral disengagement) in the relationship between classroom ethnic diversity and bullying involvement (i.e., bullying victimization and perpetration). The study involved 6,391 early adolescents (87.6% members of ethnic majority), nested in 328 classrooms in 119 Slovenian schools. Hierarchical linear modelling was used to test separate models for bullying perpetration and victimization. For bullying perpetration, statistically significant interaction effects of minority status and classroom ethnic diversity, classroom ethnic diversity and classroom peer support, and a three-way interaction effect of minority status, classroom ethnic diversity and classroom moral disengagement were found. For victimization, multilevel modelling indicated a statistically significant interaction effect of classroom ethnic diversity and classroom moral disengagement. The present study highlights the need for considering a range of moderating factors underlying the relationship between classroom ethnic diversity and bullying involvement and discusses the importance of strengthening an inclusive classroom climate in ethnically diverse classrooms to effectively reduce peer bullying.
Keywords
bullying, ethnicity, classroom ethnic diversity, classroom peer support, classroom moral disengagement
| Please also indicate what kind of contribution it is: | Scientific |
|---|---|
| Please indicate what type of scientific contribution it is | Quantitative method study |
