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Abstract
Systematic research into bullying has a short history spanning about 40 years. However, investigations into school bullying from a multicultural context are especially limited. As schools in the 21st century become increasingly diverse due to rapid globalization and immigration, there is a need to consider bullying within changing populations. The goals of this study were three-fold. First, to explore the prevalence of bullying between refugee, immigrant, and native born children. Second, to explore the impact of immigration status, and age and gender on the prevalence of bullying. Finally, through a socio-ecological model framework, this study examined the influence of individuals and teachers upon bullying among refugee children. This study employed a mixed methodology consisting of both the Swearer Bully Survey and in-depth interviews. A purposeful sampling of 116 Grade 3 and Grade 6 students and 13 teachers from an inner city USA public school participated. Quantitative results suggest that statistically significant differences were found only in regard to grade level. A new image of the concept of ‘victim’ emerged from the qualitative data. Refugee children responded as non passive victims in contrast to the ‘passive victim’ adopted by immigrant and native born children.
Keywords Bullying, diverse, immigrants, mixed methodologies, refugees
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Author biographies
Seok Jeng Jane Lim, PhD, is an Assistant Professor at the Department of Elementary and Special Education at Middle Tennessee State University. Her primary research interest is focused on bullying with a special focus on refugees and immigrants. She is the current President of Tennessee Association for Childhood Education International (TACEI).
James L. Hoot, PhD, is a Professor at the Department of Learning and Instruction at State University of New York at Buffalo. His primary research interest is focused on issues concerning early childhood education globally. Dr Hoot is a member of the Executive Board of the World Organization for Early Childhood Education (OMEP USA) and has served two terms as President of the Association for Childhood Education International (ACEI).
