Lori Meadows
Bullying is a pervasive issue in schools, with 1 out of every 5 students reporting being bullied. Immigrant youth are more likely to experience bullying victimization than native-born youth, with race- or ethnic-based bullying being a significant issue. International students in America may face bullying due to their perceived ethnicity, cultural practices, language, and cultural norms that differ from the American mainstream. This type of bullying can manifest as racial taunts, derogatory references to cultural customs, social exclusion, or microaggressions. The negative effects of bullying can impact the mental health and academic performance of international students, leading to problems such as negative body image, dissatisfaction with life, and substance use. Addressing bullying against international students requires tackling societal and institutional prejudice and creating inclusive and culturally safe school environments.
| Characteristics | Values |
|---|---|
| Immigrant youth are more likely to be bullied than native-born youth | 20% of the youth population is immigrants or children of immigrants |
| Immigrant youth who experience bullying are more likely to report interpersonal, socio-emotional, health, and substance use problems | 30-day tobacco, alcohol, and marijuana use |
| Negative body image, somatic symptomatology, and dissatisfaction with life | Negative perceptions of student interactions |
| Race- or ethnic-based bullying | 44.4% of teenagers with developmental disabilities were bullied |
| Gender-based bullying | 90% of LGBQ identities experienced emotional distress |
| Cyberbullying | 21.6% of students aged 12-18 were bullied online or by text |
| Bullying in schools | 22% of female students vs 17% of male students reported being bullied |
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What You'll Learn
Immigrant youth are more likely to be bullied
The prevalence of bullying among immigrant youth highlights the need for tailored prevention and intervention programs that address the unique challenges faced by this vulnerable group. These programs should aim to provide a safe and inclusive environment for immigrant students, promoting cultural safety and dispelling negative preconceptions.
Additionally, immigrant youth are at a higher risk of being bullied due to institutional factors within the school system. Refugee students, for example, have reported feeling a lack of support from their teachers and experiencing unfair treatment. This normalizes bullying and contributes to a cycle of victimization. To address this issue, schools, resettlement agencies, and other organizations must educate refugee families and students about their rights to a safe and supportive education.
Furthermore, the performance of immigrant youth in schools is often negatively impacted by bullying. This is due to the slow institutional change in providing appropriate care and support for these students, resulting in lower academic achievement. Bullying victimization among immigrant youth can lead to a range of short and long-term problems, including negative perceptions of student interactions and increased substance use.
It is important to note that any student who appears vulnerable can become a target for bullying, and immigrant youth are often perceived as vulnerable due to their marginalization and differences from the mainstream culture. This makes them a target for bullies seeking power and control. Overall, the bullying of immigrant youth is a serious issue that requires a multi-faceted approach, including societal and institutional changes, to ensure the safety and well-being of this vulnerable group.
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Bullying affects academic performance
Immigrant youth in the United States are more likely to experience bullying victimization than native-born youth. This is often due to their perceived ethnicity, race, and lack of power in comparison to their peers. Language and cultural norms that differ from the "American mainstream" also play a role in bullying. White students, minority students, and fellow immigrant students themselves have been found to perpetrate the bullying of immigrant students.
Bullying victimization among immigrant youth in the United States has been linked to a range of short and long-term problems. Immigrant youth who experience bullying victimization are more likely to report interpersonal, socio-emotional, health, and substance use problems. They also report greater levels of negative body image, somatic symptomatology, dissatisfaction with life, and negative perceptions of student interactions.
Bullying can significantly hamper student academic achievement. Relational bullying, such as ostracization, verbal attacks, and the spreading of rumors, has a greater effect on student academic motivation than physical bullying. This type of bullying negatively affects students' ability to engage in effective peer cooperation, leading to a lack of engagement in group-oriented classroom activities and lower academic achievement. Repeated acts of peer aggression can also lead to students feeling unsafe and disconnected from school, resulting in lower school attendance and a further decline in academic performance.
Students with disabilities experience greater rates of bullying than their peers without disabilities. Bias-based bullying, also known as stigma or identity-based bullying, has been found to cause high levels of emotional distress in LGBQ and transgender, gender-diverse, and questioning identities. Refugee students and those who attend predominantly white schools are also frequently racially targeted by their peers.
To address the issue of bullying and its impact on academic performance, schools need to provide a safe and inclusive environment for all students. This includes implementing strategies that proactively address and reduce bullying, dispel negative preconceptions, and promote cultural safety. School personnel should also act swiftly when bullying occurs, using a restorative justice model that emphasizes communication, empathy, reconciliation, and support for those harmed.
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Gender differences in bullying
While bullying is an international phenomenon, the majority of research on gender differences in bullying has been conducted in North America, Europe, and Australasia. This section will explore gender differences in bullying rates, types of bullying, and the impact of bullying on mental health, specifically examining the experiences of male and female students, as well as transgender and cisgender youth.
Bullying Rates
According to the National Center for Education Statistics (2022), a higher proportion of female students (21.8%) reported being bullied at school compared to male students (16.7%). However, when it comes to physical bullying, a higher percentage of male students (6%) reported experiencing it than female students (3.7%). A large study comparing boys and girls across 40 countries found that the prevalence of being bullied at least twice in the past two months ranged from 9 to 45% among boys and 5 to 36% among girls, with an average of 13% for both genders.
Types of Bullying
The types of bullying experienced often differ between genders. For example, girls are more likely to report rumors being spread about them online, while boys are more likely to report being threatened with physical harm online. In terms of cyberbullying, studies have found that males tend to be more involved, particularly in Asian countries, with intermediate involvement in North America and the lowest involvement in European countries and Australia. However, it is important to note that in early adolescence, females tend to engage in cyberbullying more than males, with this trend reversing in later adolescence.
Impact on Mental Health
Bullying can have significant implications for the mental and physical health of all youth, including depression and suicidal ideation. Transgender and gender non-conforming youth are particularly vulnerable to bullying, with higher rates of bullying experiences compared to their cisgender peers. For example, an American study found that 58% of cisgender boys and girls had experienced bullying in the past 12 months, while the percentage rose to 83% for transgender or gender non-conforming youth. Studies have also found that transmasculine youth have higher rates of deficit and depressive disorders, as well as a higher risk of suicidality compared to transfeminine, non-binary, or gender-questioning youth.
Immigrant Youth
Research suggests that immigrant youth in the United States are more likely to experience bullying than their U.S.-born counterparts, and this bullying can be related to their racial, ethnic, or religious identities. Male immigrant youth, in particular, face higher odds of social exclusion, sexually-related bullying, and cyberbullying. Immigrant youth who experience bullying also report lower levels of well-being, greater dissatisfaction with family relationships, and increased substance use.
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Race- and ethnicity-based bullying
International students in the United States are more likely to experience bullying victimization than native-born students. Race and ethnicity play a significant role in this, with students of colour who are immigrants or children of immigrants being targeted based on their perceived ethnicity and race, which are different from the American mainstream. These students are often ostracized due to perceivable differences in cultural practices, language, and physical traits such as skin colour.
While ethnicity alone may not be a significant risk factor for bullying, minority groups tend to experience more racist or bias-based bullying. This includes Arab American students, who face bias-based bullying and find little support from school administrators or teachers. Similarly, Asian students cite language barriers, different appearances, and immigrant status as common reasons for being bullied.
The need for peer acceptance and affiliation has been found to be a significant predictor of bullying perpetration and aggression, particularly among first-generation immigrants. Youth who feel excluded due to their race or ethnicity might bully others to create social bonds with their peers. Additionally, bullying and aggressive behaviour may be initiated to deal with the stigma and prejudice that minority youth face due to their social identities.
To address race- and ethnicity-based bullying, schools can treat these incidents as bias incidents, recognizing that the student is being attacked for their ethnicity and race. Restorative justice approaches, which emphasize understanding the harm and holding perpetrators accountable, can be effective. Additionally, creating a positive school environment with greater disciplinary structure, teacher support, and academic expectations has been shown to decrease bullying across racial groups. Increasing teacher diversity and promoting respect for differences between students are also associated with reduced bullying reports.
In higher education, discussions about diversity and inclusion often focus on domestic students, particularly racial and ethnic minorities, while international students are primarily discussed in terms of adding diversity of nationality. However, race and ethnicity are relevant considerations for international students, who may face unique challenges related to their racial and ethnic identities in a different cultural context.
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The role of schools in preventing bullying
Bullying is a serious issue in schools, with far-reaching consequences for the victims. Research shows that immigrant youth in the US are more likely to be bullied than native-born youth. This is often due to their perceived ethnicity, race, language, and cultural norms, which differ from those of the American mainstream. As a result, they experience negative physiological effects, lower academic performance, and various health and substance use problems.
To prevent bullying of immigrant students, schools must play an active role in creating a safe and inclusive environment. This involves addressing negative societal perceptions and prejudices that contribute to a culture of bullying. Schools should implement strategies that proactively tackle bullying and discrimination, dispel negative preconceptions, and foster an environment where diversity is celebrated.
For example, schools can educate students about the negative impact of bullying and promote empathy and cultural sensitivity. They can also provide support groups or mentoring programs specifically for immigrant students, helping them navigate the challenges of adapting to a new culture. Additionally, schools can offer cultural sensitivity training for teachers and staff, ensuring that they are equipped to identify and address bullying effectively and provide a supportive environment for all students.
Furthermore, schools should encourage a culture of reporting bullying incidents. This involves educating students about their right to a safe learning environment and the importance of speaking up against bullying. Schools can also establish clear protocols for addressing bullying, ensuring that incidents are dealt with swiftly and justly, holding perpetrators accountable for their actions, and supporting victims in their recovery.
By taking a proactive and inclusive approach, schools can play a crucial role in preventing bullying, protecting vulnerable students, and fostering a positive and welcoming environment for all.
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Frequently asked questions
Yes, international students in America are bullied. Immigrant youth are more likely to experience bullying victimization than native-born youth.
International students are bullied based on their perceived ethnicity, race, cultural practices, language, and cultural norms.
Bullying victimization among immigrant students leads to interpersonal, socio-emotional, health, and substance use problems. They also report greater levels of negative body image, somatic symptomatology, dissatisfaction with life, and negative perceptions of student interactions.
Common forms of bullying include spreading rumors, being made fun of, social exclusion, racial taunts and slurs, derogatory references to culturally-specific customs, practices, and clothing.
Bullying is prevalent in American schools, with 19.2% of students reporting being bullied. In a 2021-22 national survey, 100% of student participants reported experiencing, witnessing, or being aware of acts of bullying.
