Demographic predictors of disciplinary sanctions among middle school victims of bullying: a quantitative correlation study

Abstract

ABSTRACTBullying victimization is a very common, complex, and potentially damaging form of violence among children and adolescents. Bullying is defined as unwanted, aggressive behavior, which involves a real or perceived social power imbalance. One in 10 public schools reports at least one case of serious violent crime, such as aggressive bullying, cyberbullying, rape, robbery, fights involving weapons, and suicide each year. The purpose of this study was to examine the effects bullying victimization has on students’ school disciplinary sanctions (suspensions, office referrals, and expulsions) by examining a national data set that consisted of 13,965 students. This study used a correlation design. The independent predictor variables used to examine bullying victimization among middle school students in this national data set were age, race, gender socioeconomic status (SES), and physical and emotional bullying victimization. The dependent criterion variable was disciplinary sanctions. The study results indicated that race, gender, age, and socioeconomic status collectively predict middle school students’ disciplinary sanctions (suspensions, office referrals, and expulsions) among those who have experienced emotional and physical bullying victimization on a national level. Policymakers may use the study results to implement strategies that may be used to reduce physical bullying in learning institutions.