Since youth victimization and aggression are common in adolescents’ daily lives, this study examined relations between youth cognition and reasoning around bullying and possible responses to bullying, peer nominations related to youth roles in the bullying ecology, and self-report experiences of perceived racial discrimination, using latent class analyses.
Participants included 6 th-grade (n = 423) and 9 th-grade (n = 392) adolescents in the United States (49.1 percent female). Five distinct classes emerged: Typical, Uninvolved, Challengers, Experiences Discrimination, and Experiences Discrimination and Involved. Also, participants in these classes reasoned about the acceptability of youth aggression and about their likelihood of different responses to youth aggression in distinct ways. Findings document that the Challengers class was most likely to judge the aggression as wrong and the least likely to indicate that they would not respond if they observed aggression. Both classes of youth who reported experiencing discrimination judged the aggression as more acceptable. (publisher abstract modified)
- Assessing the Longitudinal Measurement Invariance of the Conflict in Adolescent Dating Relationships Inventory (CADRI) Victimization Scale Across Heterosexual and Sexual Minority Adolescents in the United States
- Continuing Education: Toward a Life-Course Perspective on Social Learning
- Getting Tough? The Effects of Discretionary Principal Discipline on Student Outcomes