Understanding Bullying in an Affluent, Academically Rigorous U.S. High School: A Grounded Theory Analysis

Students and staff members from a U.S. high school were asked to discuss their understanding of bullying within the context of their school social environment. Findings from the grounded theory analysis suggest that understandings of bullying are socially constructed and that how bullying is underst...

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Bibliographic Details
Published inJournal of human behavior in the social environment Vol. 23; no. 4; pp. 413 - 436
Main Author Allen, Kathleen P.
Format Journal Article
LanguageEnglish
Published Binghamton, NY Taylor & Francis Group 01.05.2013
Haworth Press
Taylor & Francis Ltd
Subjects
adolescent social drama
Aggression
Bullying
bullying in schools
Children & youth
drama
elitism
High School Students
High Schools
Identity
negotiating identity
School Environment
Social interaction
Sociology
Sociology of education. Educational systems. Lifelong education
Sociology of the family. Age groups
Understanding bullying
Youth
Youth problems
United States Of America
United States > US
bullying in schools
drama
Understanding bullying
Social construction
University
adolescent social drama
Harassment
Social Interaction
Student
Identity
negotiating identity
elitism
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Summary:Students and staff members from a U.S. high school were asked to discuss their understanding of bullying within the context of their school social environment. Findings from the grounded theory analysis suggest that understandings of bullying are socially constructed and that how bullying is understood is influenced by context and by the negotiation of identity within that context. Furthermore, subjects focused on drama, a form of social interaction considered far more common than bullying. Findings suggest that research on bullying may benefit from shifting its emphasis on defining bullying and establishing prevalence, to exploring youths' contextual and developmental perspectives.
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ISSN:1091-1359
1540-3556
DOI:10.1080/10911359.2013.771523