The Sociology of Bullying: Power, Status and Aggression Among Adolescents by ChristopherDonoghue (ed), New York: New York University Press, 2022, ISBN 9781479803903, 344 pp, $30.00 (pb)

Abstract

In The Sociology of Bullying Power, Status and Aggression Among Adolescents, Christopher Donoghue brings together scholars within the field of sociology of bullying to show the advantage of incorporating sociological approaches for understanding bullying. The sociological approaches bring new questions and understandings and show the complex interplay of various processes, layers and factors that needs to be accounted for when approaching bullying. The advantage of incorporating sociological perspectives is clearly shown as the book offers both empirical examples and theoretical insights. While the book does not argue that sociology is better than psychology, it stands clear after reading the book that narrow individualistic views on bullying does no longer hold as bullying is a complex phenomenon. The content of the book is organized into 15 chapters. Some chapters are more theoretically oriented whereas others include both empirical and theoretical aspects. While every chapter addresses one key topic in more detail, more than one aspect can also be covered in one chapter. A broad division of the key topics can be outlined in the following way: Definitions and how to methodologically approach bullying (Chapters 1, 2, 4, 5, 8); The role of status in bullying (Chapters 3, 7, 8); Homophobic and gendered norms and how they are executed through bullying practices (Chapters 4, 5, 6); Social difference in bullying (Chapter 9); Interactionist perspectives addressing how peer and school cultures matter in bullying (Chapters 10, 11); A sociological lens on anti-bullying programmes or “when anti-bullying programmes meet peer and school cultures” (Chapters 6, 11, 12, 13), and; A discussion on the psychological perspective on bullying (Chapters 14, 15). Some chapters stand alone, offering a crucial contribution on its own. Other chapters are set in dialogue with each other showing the complexity, different layers and the importance of the context. For instance, status is viewed as crucial in bullying (Chapter 3) but aiming for higher status might decrease over time (Chapter 7). Status processes can also be associated with bullying taking place among friends (Chapter 8). Likewise, in a review of prevention and intervention programmes (Chapter 12), we get an overview of what works in practice. However, we also discover that future anti-bullying work needs to consider culture and various microprocesses (Chapters 11, 12, 13) as they affect bullying and anti-bullying work. There is also a discussion on the psychological perspective on bullying from various positions (Chapters 14, 15). This book is thoroughly written and provides great insight into the sociology of bullying. It offers a range of key topics, perspectives and concepts on how our culture contributes to bullying. Perhaps the reader is a little left alone in guiding themselves among these different layers and approaches. On the other hand, showing the palette of approaches and considerations increases the need for exploration through empirical questions (Chapter 2) on what is going on in the context. In that way, the book does not prescribe a new dominant view but rather increases the urgent need for sociological approaches in bullying work. Although the book aims to shift the North American/US national conversation on bullying, sociological perspectives are also needed – and used – elsewhere in the world. Maybe there could have been an outlook and dialogue with international scholarship in this area. This book is not only useful for researchers within the field of school bullying but also for scholars, policymakers and educators dealing with anti-bullying work and policies. Camilla Forsberg is a Senior Lecturer at the Department of Behavioural Sciences and Learning at Linköping University, Sweden. Her research has focused on childrens's perspectives on bullying, how identity processes and social categories are related to bullying and more recently school level factors and school climate in general.