The Culture of Bullying in Middle School

By James D. Unnever, D. Cornell. 2003

156 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7bfea72044da9955352f866356c6f38cb52a7ec8

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In Developmental and Educational Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Validity of Three School Climate Scales to Assess Bullying, Aggressive Attitudes, and Help Seeking (2009, background): “This type of school climate empowers bullies to act aggressively without fear of sanction, encourages passivity in bystanders (Unnever and Cornell, 2003), and creates an environment in which victims of bullying see no reason to report their victimization or expect assistance (Olweus & Limber, 2000).”
A Comparison of Self and Peer Reports in the Assessment of Middle School Bullying (2009, methodology): “Versions of this survey have been used in several studies of middle school bullying ( Cornell & Brockenbrough, 2004 ; McConville & Cornell, 2003 ; Unnever & Cornell, 2003 , 2004 ; Williams & Cornell, 2006 ).”
Urban Middle School Students' Perceptions of Bullying, Cyberbullying, and School Safety (2009, background): “Another hypothesis posited by Unnever and Cornell (2003) described a “culture of bullying” that is created and sustained in middle schools by students assuming or learning that bullying is either accepted, tolerated or ignored by the other students and adults.”
A Meta-Analysis of School-Based Bullying Prevention Programs' Effects on Bystander Intervention Behavior (2012, background): “This anxiety due to witnessing bullying has been linked to aggressive retaliation (MusherEizenman et al., 2004), and the fear of being bullied often prevented bystanders from seeking adult help (Unnever & Cornell, 2003).”
Tapping Into the Power of School Climate to Prevent Bullying: One Application of Schoolwide Positive Behavior Interventions and Supports (2014, background): “A concrete, schoolwide discipline plan provides both structure and support for all students, promoting a culture antithetical to bullying (Unnever & Cornell, 2003).”
Gender, Bullying Victimization, and Juvenile Delinquency: A Test of General Strain Theory (2008, background): “It is perhaps not surprising that being bullied contributes to negative emotional states such as depression ( Unnever & Cornell, 2003a , 2003b ).”
The Critical Role of School Climate in Effective Bullying Prevention (2013, background): “For example, when students perceive their school environment as high in conflict, unfair, unfriendly, and nonsupportive (Gendron, Williams, & Guerra, 2011) and when positive attitudes supporting aggression and bullying become the norm at school (Unnever & Cornell, 2003).”
Bullying Participant Behaviors Questionnaire (BPBQ): Establishing a Reliable and Valid Measure (2016, background): “Victims were also expected to have lower social skills (Champion, Vernberg, & Shipman, 2003; Kokkinos & Kipritsi, 2012; Unnever & Cornell, 2003).”
Identification of Bullies and Victims (2004, methodology): “Again, this finding may be consistent with student perceptions that teachers are not sensitive to or aware of bullying that occurs (Unnever & Cornell, 2003b).”
A review of research on bullying and peer victimization in school: An ecological system analysis☆ (2012, background): “Until recently, however, there have been relatively few empirical studies in the U.S. that have examined poverty as a risk factor for bullying and peer victimization (Carlson, 2006; Curtner-Smith et al., 2006; Unnever & Cornell, 2003).”