Victimization in Black and Brown:
Culturally Responsive Strategies to address
Bullying
(Peer Aggression in Ethnic Minority Youth)
Jamilia J. Blake, Ph.D.
TASP 2015 Summer Institute
Agenda
• (Re)Defining the Problem
– Bullying, a stubborn problem
• Dispelling Myths
– Intersectional approach to bullying
• Implications
– Where do we go from here
(RE)DEFINING BULLYING
Defining Bullying: A 4-prong approach
Bullying
Features
Function
Form
Bullying
Roles
Defining Bullying: Features
Features of
bullying:
Distinct from
aggression
Three Characteristics of Bullying
1. Power Imbalance
a) Physical
b) Social
c) Emotional Distress*
2. Negative and Intentional
3. Repetitive
a) Implies intentionality
Are all features of bullying necessary? Youth
don’t use this definition, so should we?
Defining Bullying: Features
Are all features of bullying necessary?
Features of
Youth don’t use this definition, so should we?
bullying:
Distinct from
aggression
Defining Bullying: Form
Forms of
bullying:
How youth
bully
others
Direct/Overt forms of Bullying
– Physical
– Verbal
Indirect/Covert forms of Bullying
– Relational/Social
– Cyber
Defining Bullying: Form
Forms of Victims of bullying are usually polyvictims
bullying: • Experiencing multiple forms of bullying simultaneously
How youth
bully
others
Defining Bullying: Function
Function of
bullying: Why we
believe youth are
bullied
• Deviation from peer norms and perceived vulnerability
– Appearance
– Social Prowess (lack there of)
– Emotional and behavioral dysregulation
Defining Bullying: Function
Instrumental Goals
– Achieve tangible goods/social resources
Function of
– Achieve or maintain social status
bullying: Why
– Win the attention of romantic partners
we believe
– Social dominance
youth bully
Defining Bullying: Function
• Bias?
– Disability
– Gender expression
Function of
– Sexual orientation
bullying: Why
– Race/ethnicity
we believe
– Religious affiliation
youth bully
Defining Bullying: Roles
Bullying is a group phenomena
Bully
Bystander
Victim
Assistant
Bystander
Impacts of Bullying
VICTIMS
• Social Anxiety
• Depression
• Low self-esteem
• Loneliness
• Somatic complaints
• Physical injury, Suicide
& death
BULLIES
• Smoking
• Tobacco and Alcohol use
• Fighting and violence
later in life
• Conduct problems
Health &
Psych
Outcomes
Risky
Behavior
Academic and
Achievement
Outcomes
Peer
Relationships
BULLIES
Victims
•Negative attitudes • Decreased
academic
toward school
engagement
•Poorer school
• Lower
outcomes
achievement
•Lower school
• Poor school
attendance
adjustment
•Truancy and
dropout
VICTIMS
• Peer
rejection
BULLIES
• Difficulty
making friends
Andershed et al., 2001; Card & Hodges, 2008; Hawker & Boulton, 2002; Hogulund, 2007; Nansel et al., 2001; Peplar, et
al., 2002; Robers et al. 2010; Shaw, 1995; Shwartz& Gorman, 2003; Ttofi & Farrington, 2008
We’ve come a long way…but there is still work to
be done
Crime Nationally
Supplement to the National Crime Victimization Survey
Indicators of Crime and SafetySchool
Report:
35
21%
30
25
20
of secondary students bullied in 2013
25 million
15
children ages 12 to 17
5.25 million bullied
10
5
0
2005
2007
2009
2011
2013
Texas Anti-Bullying Law: Makes the Grade
• SB 471 and HB 1942
– Texas Educ. Code § 37.001 Texas defines bullying as any written, verbal or physical act that
physically harms a student or damages a student's property, or that creates an intimidating,
threatening or abusive educational environment.
• Requirements for schools include…
– Staff development
– Protection for reporters
– Transfer of students who are victims of or have engaged in bullying
– Required curriculum and code of conduct
– Bullying prevention policies and procedures
– Discipline management policies
– Community education relating to internet safety
– Provide counseling to bullies and victims
What are the stats for Texas?
2013 CDC High School Youth Risk Survey
25
20
15
10
5
0
bullied
cyberbullied
Texas
Nationally
Bullying from a Cultural Lens
DISPELLING MYTHS
State of the literature
• Black and Latino students
– More likely to endorse positive attitudes toward aggression
and engagement in aggression
• At face value, what is the take home message?
40.00%
2013 CDC High School Youth Risk Survey
35.00%
30.00%
Physical Fight
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
White, non-Hispanic
Black
Hispanic/Latino
Asian
Qualifying findings
• Black and Latino students endorse pro-aggression
attitudes and engaging in aggression
• Primarily males
• Drawn from urban communities
• What do we know about urban communities
–Greater concentration of poverty
–Concentrated poverty associated with community violence
–Greater exposure to community violence
Explanation for Racial/Ethnic Differences
• What may be at play
– Culture of Honor
• Insults and slights perceived as challenge to (masculinity) identity
– False Bravado
• Masking and overcompensating insecurity with “courage”
– Laymen terms: Need to be respected
• Loyalty & Admiration are central to this
State of the literature
• Black and Latino students
– Less likely to report victimization
• At face value, what is the take home message?
40.00%
School Crime Supplement to the National Crime
Victimization Survey
35.00%
30.00%
2011
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
White, non-Hispanic
Black
Hispanic/Latino
Asian
2013
Qualifying findings
• Black and Latino students less likely to report being
victimized
• Dependent on how the question is posed
–Bullying vs. Victimization
• Influenced by the racial-composition of the school
–Majority-race victim vs. Minority-race victim
»Contingent on student’s racial/ethnic identity
»Distinct from intragroup marginalization
Explanation of Racial/Ethnic Differences
• Perhaps due to culture of honor or false bravado
– Difficulty accepting vulnerability
Take Home Message
• An intersectional approach to bullying is essential
– Black and Latino students are subject to bullying but may
underreport their experiences—silent suffering
– Black and Latino students do engage in aggression but not
for the reasons we may think
• Differential rates in Black and Latino students bullying engagement
is unclear
What does this mean for practice?
• Three C’s that Matter
– Culture: There are cultural norms that may explain students
bullying and victimization risk and involvement that have
historical significance
– Context: Racial/ethnic school diversity impacts bullying
involvement
– Conformity: Adherence to broader cultural norms of school
as well as racial/ethnic group membership
New Directions to Foster Culturally Responsive
Strategies
CURRENT PRACTICES
Best Practices for Addressing Bullying
Target entire
school
Target students who may
be at risk for engaging in
bullying or targeted for
victimization
Target students exhibiting
bullying behavior or who are
victimized by peers
Provide focused
services
Tier 1 Primary
Prevention
Tier 2 Secondary
Prevention
Tier 3
Tertiary
Prevention
Prevention is better
than a cure
How we typically address bullying in schools?
Target entire
school
Tier 1 Primary
Prevention
Tier 2 Secondary
Prevention
Tier 3
Tertiary
Prevention
Tier 1: Primary Prevention
Programs and Strategies
•Anti-bullying policies
•Bullying prevention programs
•School-wide discipline programs
•Social Emotional Learning programs
If prevention is better than a cure….
Tier 1 Primary
Prevention
Target students who may
be at risk for engaging in
bullying or targeted for
victimization
Tier 2 Secondary
Prevention
Tier 3
Tertiary
Prevention
Why are we not more
proactive?
Tier 2: Secondary
Prevention
Programs and Strategies
•Social Skills Training
•Anger management
•Friendship building
•Other?
What about those afflicted by bullying?
Tier 1 Primary
Prevention
Tier 2 Secondary
Prevention
Target students exhibiting
bullying behavior or who are
victimized by peers
Tier 3
Tertiary
Prevention
Tier 3: Tertiary Prevention
Programs
•????
Bullying Assessment is Important
Proactive Responding: Effective bullying prevention & intervention begins
with accurate identification
• Legal View: Collateral Data
– Corroboration that victimization occurs and causes harm
• Texas Anti-bullying Law: Transfer of students who are victims of or have
engaged in bullying
Blake, J. J., Banks, C. S. , Patience, B. A. , & Lund, E. M (accepted) School-based mental health professionals’ bullying assessment practices:
A call for evidenced-based bullying assessment guidelines. Professional School Counselor.
Bullying Assessment is Important
Proactive Responding: Effective bullying prevention & intervention begins
with accurate identification
• Mental Health View: Eye of the Beholder
– Perception of victimization is sufficient to warrant support
– Identify support services
• Texas Anti-bullying Law : provide counseling to bullies and victims
Blake, J. J., Banks, C. S. , Patience, B. A. , & Lund, E. M (accepted) School-based mental health professionals’ bullying assessment practices:
A call for evidenced-based bullying assessment guidelines. Professional School Counselor.
Bullying Assessment is Important.
Can we assess in culturally responsive ways?
Measures and Methods to consider
Interviews
•
•
•
•
Form
Function
Intensity
Duration:
Precipitating
Events
• Role
Culturally Responsive
Assessment: Are we
asking the right
questions?
Anonymous
Reporting
• Web-based
system
• Bully Box
• texting
Teacher Rating
Scales
• Behavior
Assessment
System for
Children
• ASEBA CBCL
Archival Records
• Office
Discipline
Referrals
• School Nurses
Office Log
• Attendance
Student Rating
Scales
• Self-Reported
Bully
Victimization
Measures
• Reynolds
Victimization
Measures
Culturally Responsive
Assessment: Are we
asking the right
questions?
Observations
• Classroom
• Structured
• Unstructured
• Playground
• Lunchroom
• Hallway
Transitions
Bullying Assessment: Routine Assessment
Mental Health View: Eye
of Beholder
Self-, Peer-,
Teacher
Report
Classroom
Observation
Surveying Students
of Bullying
Experiences
Culturally Responsive
Assessment: Are we
asking the right
questions?
Suspected
Student
Named
Culturally Responsive
Assessment: Are we
asking the right
Student
questions?
Interview
Collateral
Evidence
Anonymous
Anonymous
Reporting
Reporting
Adult Informant
Interview
Peer
Report
Archival Records
Review
Social Emotional
Assessment
ONCE WE IDENTIFY THOSE BEING
BULLIED…
Need to Implement:
Bystander intervention & Victimization Supports
• “Trying to make the bully behave differently
rarely leads to a permanent change. Thus, the
idea is to affect the behavior of the
bystanders; students who witness the bullying
but do nothing to stop it” (Salmivalli,
Kaukiainen, & Voeten, 2005, p. 467)
• Victimization has lasting effects. Strategies for
teaching victims how to cope with their
bullying experiences and to not internalize this
experience is a critical aspect of Bullying
Prevention. (Blake, 2012)
How do Bystanders Disrupt the Cycle of Bullying
 Move beyond focusing solely on bullies and victims
•
•
Bystanders are present 80% to 88% of the time in bullying situations
Broader school climatic and supervision issues
 Recognition that bystanders matter
•
When bystanders intervene student victimization is reduced by 20% to 50%
Craig, Pepler, & Atlas, 2000; Hawkins, Pepler, & Craig, 2001; O’Connell, Pepler & Craig, 1999; Polanin, Espelage, & Pigott, 2012
Bystander Intervention: What are we up against?
Goal: Shift youth from being passive bystanders to active
defenders
Media/Society
Bystander Intervention: What are we up against?
Goal: Shift youth from being passive bystanders to active defenders
Community Factors
& Local
•
•
Community
Violence
Exposure
Law
Enforcement
Community
Relationships:
What is the level
of trust vs.
distrust?
Banks, Blake, & Joslin, 2013
Media/Society
Community
Family
Adopting a culturally responsive lens:
What role does loyalty to the community/
group membership play here?
In vs. outgroup
Family System
Parent teachings:
Stand up or stay out
of it?
Bystander Intervention: What are we up against?
Goal: Shift youth from being passive bystanders to active defenders
•
•
•
•
Increased supervision &
monitoring
Consistent and positive
behavior management
Fostering positive student
teacher relationships
Increase opportunities for
school belonging
•
•
Teacher response to bullying
• Believe victims should stand up
to bullies have students with
less victim empathy → less likely
to intervene
Classroom norms to bystander
intervention
Classroom norms for bullying
•
•
•
•
•
•
•
Social status
Empathy
Moral cognition
Theory of Mind
Prosocial skills
Self-efficacy
Gender
School
•
Classroom
Individual
Caravita, Gini, & Pozzoli, 2009; Karna et al., 2010; Poyhoen, Juvonen, & Salmivali, 2010; Pozzoli, et al., 2012 ; Pronk,et al., 2013
What about the victims of bullying?
Tier 1 Primary
Prevention
Tier 2 Secondary
Prevention
Target students exhibiting
bullying behavior or who are
victimized by peers
Tier 3
Tertiary
Prevention
Tier 3: Tertiary Prevention
Programs
•????
Interventions for Victims of Bullying
• To date, no evidenced-based victimization interventions
exist
• How might we tailor existing bullying prevention
programs to be more culturally salient?
– Let’s Brainstorm
Questions & Presenter Contact Information
Jamilia Blake, Ph.D.
• Associate Professor, Department of Educational Psychology, jjblake@tamu.edu
@drjjblake
• Expertise:
– Peer relations and educational experiences of socially marginalized youth
• Bullying and victimization risk and protective factors
• Disparate impact of exclusionary discipline