Abstract
ABSTRACT People in ideal learning environments recognize the value of making mistakes and welcome them. However, the reality in many classrooms is that students are ridiculed by their peers for making mistakes. This paper explores academic teasing in schools, i.e. making fun of others for making mistakes. Using Tripod student survey data from spring 2017, this paper demonstrates the prevalence of academic teasing in a large, diverse and urban district in the Southern United States. Additionally, using Tripod data from 2012–15, this study tests potential predictors and outcomes of academic teasing. Analyses apply hierarchical linear modeling (HLM). Results indicate that some students of color are significantly more exposed to academic teasing than White students, and that academic teasing is a significant predictor of students’ hiding and holding back academic effort. Furthermore, teachers with better teaching skills have less academic teasing in their classrooms, controlling for student body composition. Implications are discussed.
Highlights
Bullying behavior can come in physical, verbal, or relational forms (Kuntsche et al, 2006; Owens, Shute, & Slee, 2000)
This is despite the fact that psychometric measures of academic teasing exist in contemporary student surveys (e.g. A guide to Tripod’s 7Cs framework, 2016; Thompson, Cattarin, Fowler, & Fisher, 2010)
At the 50th percentile, 33% of students report at least some academic teasing
Summary
Bullying behavior can come in physical, verbal, or relational forms (Kuntsche et al, 2006; Owens, Shute, & Slee, 2000). Even though there are strong theoretical reasons to believe that this form of bullying comes with severe negative consequences for students, as other forms of bullying do (Hyman, 2006; Kaminski, 2009; Ross, 1996), empirical research on the phenomenon is virtually non-existent. This is despite the fact that psychometric measures of academic teasing exist in contemporary student surveys (e.g. A guide to Tripod’s 7Cs framework, 2016; Thompson, Cattarin, Fowler, & Fisher, 2010). The study results suggest that it is important for education leaders and bullying researchers to pay closer attention to academic teasing
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
