Beyond the individual: the impact of ethnic context and classroom behavioral norms on victims' adjustment.
With a sample of 1,630 sixth-grade students from 77 classrooms, the authors used hierarchical linear modeling to examine how ethnicity within context and classroom social disorder influenced the association between peer victimization and social-psychological adjustment (loneliness and social anxiety). Victimized students in classrooms where many classmates shared their ethnicity reported feeling the most loneliness and social anxiety. Additionally, classroom-level social disorder served as a moderator such that the association between victimization and anxiety was stronger in classrooms with low social disorder. Both findings were interpreted as evidence that problem behavior deviating from what is perceived as normative in a particular context heightens maladjustment. The authors discuss implications for studying ethnicity and classroom behavioral norms as context variables in peer relations.
Bellmore
Amy D
AD
Department of Education, University of California, Los Angeles, Los Angeles, CA, USA. bellmore@ucla.edu
Witkow
Melissa R
MR
Graham
Sandra
S
Juvonen
Jaana
J
D000223:Adaptation, Psychological; D002648:Child; D019548:Crime Victims / Q000523:psychology*; D005006:Ethnicity; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008132:Loneliness / Q000523:psychology*; D008297:Male; D008960:Models, Psychological; D010379:Peer Group; D012574:Schools