Racist Bullying Research Articles

Adolescents in transition: experiences and appraisals of immigrant students in school education

ABSTRACT Compulsory secondary education is constituted as a stage of high risk or academic vulnerability for the immigrant population. This multiple case study examines difficulties and opportunities faced by seventeen immigrant schoolchildren in compulsory schooling education cycles as elucidated by the evaluative resources they employ as they construct a narrative discourse shaped by academic-professional transitions and expectations. Specifically, we focus on the semantic-discursive component of attitude, analysing its three levels of appraisal: affect, judgement, and appreciation. We conducted in-depth interviews with immigrants attending public high school in Chile and a collective participatory methodology, both of a biographical-narrative nature. The findings highlight the influence of various influential factors on student trajectories: the characteristics of the host country, the challenges posed by the pandemic, family support, racism, the role of teachers, and academic-professional aspirations. Regarding the obstacles, racist bullying is identified between the end of primary school and the beginning of secondary school, which coincides with the results of the literature reviewed. Regarding opportunities, the influential adult figure represented by parents and teachers is positioned as a decisive protective support in the development and progress of educational transitions. Similarly, the configuration of high academic-professional expectations functions as a predictor of educational success.

The role of colorblind racism and white fragility in maintaining racist bullying in middle school

AbstractThe present study sought to understand how colorblind racism (CBR) and white fragility (WF) influence the presence and perpetration of racist bullying in a middle school setting. Five focus groups and one interview (n = 20) were conducted with school administrators, teachers, and racially and ethnically diverse students to elicit their experiences and perspectives concerning racist bullying. Focus groups were analyzed using template analysis. Racist bullying was a common experience among racial and ethnic minoritized students. CBR and WF were evident as white students and teachers claimed students had similar experiences regardless of race, they minimized the impact of racist bullying, and silenced discussions of race and racism. CBR and WF were critical drivers of the maintenance of racist bullying in this middle school, and thus important to address in efforts to prevent racist bullying.

Bullying Victimization Due to Racial, Ethnic, Citizenship and/or Religious Status: A Systematic Review

AbstractA resurgent climate of nationalism, racism, xenophobia, anti-Semitism, and Islamophobia in many parts of the world has drawn attention to the risk of bullying victimization among racial, ethnic and/or religious minority youth. However, no attempt has yet been made to synthesize the literature on this topic to derive better understanding and guide future prevention and intervention efforts. The aim of this study was to conduct a systematic review of the literature on individual, school, family, and community -level factors and outcomes associated with racist bullying victimization. Systematic searches of EBSCOhost, Scopus, ASSIA and Web of Science databases identified 73 articles that included quantitative and qualitative analyses on this topic. Overall, this review found that negative stereotypes and discrimination operating in school and community contexts put racial/ethnic minority, immigrant, and refugee youth at an increased risk of racist bullying victimization. The review also found that racist bullying victimization is associated with a wide range of negative outcomes including poor mental health, lower academic engagement, and an increased risk of involvement in delinquent behaviours, especially among older pupils. The review identified several gaps in the research, including the lack of adequate theorization and the infrequent consideration of potential mediators and moderators. Finally, the review outlined future directions, such as the need to study how intergroup processes influence racist bullying victimization.

Xenophobic Bullying and COVID-19: An Exploration Using Big Data and Qualitative Analysis.

Extant literature suggests that xenophobic bullying is intensified by isolated national or global events; however, the analysis of such occurrences is methodologically limited to the use of self-reported data. Examining disclosures of racist bullying episodes enables us to contextualize various perspectives that are shared online and generate insights on how COVID-19 has exacerbated the issue. Moreover, understanding the rationale and characteristics present in xenophobic bullying may have important implications for our social wellbeing, mental health, and inclusiveness as a global community both in the short and long term. This study employs a mixed-method approach using Big Data techniques as well as qualitative analysis of xenophobic bullying disclosures on Twitter following the spread of COVID-19. The data suggests that about half of the sample represented xenophobic bullying. The qualitative analysis also found that 64% of xenophobic bullying-related tweets referred to occasions that perpetuated racist stereotypes. Relatedly, the rationale for almost 75% of xenophobic bullying incidents was due to being Chinese or Asian. The findings of this study, coupled with anti-hate reports from around the world, are used to suggest multipronged policy interventions and considerations of how social media sites such as Twitter can be used to curb the spread of misinformation and xenophobic bullying.

Derik The Dutch and The Klapertaart and Other Stories: Children’s Picture Book Exploring Racist Bullying

This paper discusses the process of making children’s picture book with low fantasy as the genre which explore racist bullying among children. The creative work emphasizes on the victims more than the bullies, thus, three stories implement Transactional Theory of Stress and Coping to show how children can cope with the stress of being racially bullied. The main characters in the three stories use problem focused coping, especially planful problem solving to stop the racist bullies from bullying them. The other two stories use Developmental Intergroup Theory to show how children learn prejudices toward other races by learning from the adults around them. The main characters in the last two stories are influenced by the adults around them in developing prejudices against others of different races and bullying them.Keywords: Racist Bullying, Coping Strategy, Transactional Theory of Stress and Coping, Developmental Intergroup Theory, Children’s Picture Books, Low Fantasy.

‘But you don’t look Irish’: identity constructions of minority ethnic students as ‘non-Irish’ and deficient learners at school in ireland

ABSTRACTIreland’s schooling population has significantly diversified in the last 15 years. Despite the growing body of research on migrant and minority ethnic students’ experiences, we still know relatively little about their relationships with peers and teachers. This paper draws on data collected as part of a wider study, informed by critical race theory (CRT), about the higher education (HE) experiences of minoritised ethnic students, involving interviews with 25 students across seven HE institutions in Ireland. 11 had attended school in Ireland, and this paper examines their schooling experiences including their 1) identity battles in not being recognised as Irish, 2) experiences of racist bullying and inadequate responses of teachers, and 3) construction as ‘deficient’ learners, including regarding HE progression. From a CRT perspective, the findings are examined in the context of exclusionary constructions of Irishness, and the urgent need for anti-racist education in Ireland for students and teachers.

Racist bullying of BAME (Black and Asian Minority Ethnic) women within police services in England: Race, gender and police culture

This article examines the hidden and under-researched area of bullying and harassment of Black and Asian Minority Ethnic (BAME) women in the police service in England. It discusses the impact of a historical policy failure to acknowledge the importance of intersectionality in matters of diversity and the continuing struggle between race and gender. This contributes to the ‘invisibility and sexualization’ of BAME women in policing. In doing so, it makes BAME women susceptible to unique tactics of bullying and harassment that contribute to their impeded progression compared with their White counterparts. These unique tactics are enhanced by the police organization and enforced by police culture. The article concludes that the bullying and harassment of BAME women are underpinned by issues of patriarchy and racism that are difficult to challenge in a bureaucratic and hierarchical organization like the police.

Keep Calm and Carry on – There Is Nothing to See Here: A Study of Organisational Response Towards Racist Bullying and Harassment of BAME Women in Policing

This article explores the neglected and under-researched area of bullying and harassment of Black and Asian Ethnic Minority (BAME) women in the police service in England. Undertaken within the context of an observed and unique crisis stemming from the high-profile case of bullying by the Home Secretary Rt Hon. Priti Patel towards her former Permanent Secretary, Sir Philip Rutnam and the Prime Minister, Boris Johnson’s reaction to it. This paper argues, that the turning of the tables by the Home Secretary and the fall-out from the investigation to it, could have adverse and unintended consequences for BAME women in UK policing. It is as this article argues a future mea-culpa moment waiting to happen underpinned by the political push back against the Black Lives Matters movement. A mixed method approach has been applied to this research including, interviews, data analysis of recently published figures, review of published literature and recent case studies. The article concludes that women of colour are one of the most vulnerable groups within the police. The challenges that they face within the organisation need to be recognised as they felt, their experiences were ignored and it undermined them as individuals. This was compounded by their negative experience of reporting instances of bullying and harassment.

No Place for Racism

No Place for Racism

Doing impact work while female: Hate tweets, ‘hot potatoes’ and having ‘enough of experts’

Drawing upon lived experiences, this article explores challenges facing feminist academics sharing work in the media, and the gendered, raced intersections of ‘being visible’ in digital cultures which enable direct, public response. We examine online backlash following publication of an article about representations of Meghan Markle’s feminism being co-opted by the patriarchal monarchy. While in it we argued against vilification of Markle, we encountered what we term distortions of research remediation as news outlets reported our work under headlines such as ‘academics accuse Meghan of dropping feminism like a hot potato’. Negative responses were polarised: anti-Meghan (drawing upon racist, anti-feminist, pro-empire, pro-Brexit/Trump rhetoric), and pro-Meghan (both general royal enthusiasts, and a smaller subsection viewing Markle in terms of politicised black uplift). In response, we received accusations of sexist, racist bullying, debate over definitions of feminism, claims feminism has gone ‘too far’, variously worded directives to ‘shut up’, gendered personal insults, and threats of doxxing. This article examines the tenor of public discourse around feminism and visible feminists. It questions the responsibility of institutions benefiting from public intellectuals for the wellbeing of employees in the public eye, particularly in the anti-intellectual socio-political context of Brexit and Donald Trump, where the costs for ‘visible’ women and feminist activism are ever higher. It also considers our responsibility as researchers to ensure our contributions to public discourse do not exacerbate existing harms of a white-supremacist, classist society. This article interrogates the risks – of misrepresentation, hyper-visibility, and reputational, psychological and potentially physical harm – faced by those engaging in acts of public feminism.

Bullying Among International Adoptees: Testing Risks and Protective Factors.

This study examined the risks and protective factors for experiencing bullying and especially racist bullying among internationally adopted children in Finland. Factors examined were related to children's background, adoptive family, children's social problems and social skills, and their associations with bullying experiences. About 56.9% of children reported bullying victimization and 24.2% racist bullying victimization. Boys were at bigger risk of becoming bullied (B = 0.14, p < .05), as were children with disability (B = 0.11; p < .05). The continent of birth (European; B = 0.51; p < .001) and adoptive family's lower socioeconomic status (SES; B = 0.16; p < .05) were associated with increased victimization. Child's social problems increased the likelihood of victimization for both general (B = 0.59, p < .001) and racist bullying (B = 0.10, p < .001). Child's social skills appeared as a protective factor against general bullying (B = 3.87; p > .001). This study shows that interventions for tackling children's social problems and improving their social skills may reduce children's risk for bullying involvement.

Racism and bullying in rural primary schools: protecting White identities post Macpherson

This article examines how two primary schools in rural England with overwhelmingly White populations (of students and teachers) dealt with incidents of racist bullying in relation to their race equality policies. The data are drawn from in-depth interviews with parents, head teachers and teachers. The article draws on the work of Foucault to argue that students are situated in a ‘historical moment’ in which schools acknowledge racism formally and publicly, but this does not reflect their informal, private practices. Consequently, whilst systems are established that could respond to racist bullying, in practice these do not necessarily emerge in the school. A local discourse emerges that counters suggestions of racism by pointing to the existence of anti-racist systems and describing racism as something distanced geographically and historically from rural settings. White identities are both privileged and protected by this process whilst non-White students are disadvantaged.

Different Forms of Bullying and Their Association to Smoking and Drinking Behavior in Italian Adolescents

Using data from the 2006 Health Behavior in School-aged Children (HBSC) survey, the prevalence of 6 forms of bullying (physical, verbal, relational, sexual, cyber, and racist), and the role of smoking and drinking in bullying was examined among Italian adolescents for this study. The sample was composed of 2667 Italian middle and secondary school students (49.9% girls) randomly selected. The revised Olweus Bully/Victim Questionnaire was used to measure physical, verbal, relational, sexual, cyber, and racist forms of bullying. For each form, 3 categories were created and compared with students "not involved in bullying": bully, victim, and bully-victim. Logistic regressions were applied to test the connections among the 3 forms of involvement in different types of bullying and smoking and drinking. Prevalence of having been bullied or having bullied others at school at least once in the last 2 months was 11.6% for physical, 52% for verbal, 47.9% for relational, 18.5% for sexual, 19.4% for cyber, and 9.4% for racist bullying. Compared to girls, boys were more likely to be involved in physical bullying; moreover, boys were more involved as bullies in verbal, sexual, cyber, and racist bullying. In contrast, girls were more likely to be victims of verbal, relational, sexual, and cyber bullying than were boys. Logistic regressions showed the connection between the different forms of involvement in bullying and smoking and drinking. Our results indicate that all forms of bullying behavior are associated with legal substance use. Implication for prevention program was discussed.

FICTION IN REVIEW

1 6 8 Y F I C T I O N I N R E V I E W A M Y H U N G E R F O R D Cold Fiction Imagine that Philip Roth’s Coleman Silk had su√ered the fate of Keith, the protagonist of Caryl Phillips’s new novel, In the Falling Snow. Keith’s fate is not so di√erent from Coleman’s: rather than su√ering the false accusations of racism and erotic cradle-robbing cooked up for Coleman in The Human Stain, Phillips’s man is subjected to the o≈ce-wide exposure of all ill-advised romance with a colleague. The woman, thrown over, e-mails their entire erotic correspondence to everyone at work. It is a Rothian set-up, and Roth would probably, as Phillips does with Keith, have the man lose his job, with all the personal repercussions that such an injustice entails. And Roth’s man would be raging on the page, giving us those operatic rants that neither satisfy nor fix but propel memory to the surface of narrative: we would get Roth as an angry Proust. I n t h e Fa l l i n g S n o w , by Caryl Phillips (Knopf, 320 pp. $25.95) T h e G i n C l o s e t , by Leslie Jamison (Free Press, 288 pp. $25.00) 1 6 9 R But Keith, or perhaps Phillips, is an equable man. At least, the tone of the narrator, who sees the world from Keith’s perspective, is even – a few pages in, one might say the tone is even to a fault. Soon, though, the relentless neutrality turns from baΔing to impressive . It raises the questions at the heart of this novel, or rather, questions that squat where a heart ought to be. Where is Keith’s feeling? Where is his anger? Does no one raise his voice in here? How cold is England? Cold isn’t what we expect Keith to be. He is a good man. The son of a Jamaican father who emigrated to England as a young man, Keith survived the loss of his mother and then of the woman who replaced her in his life – his father’s white girlfriend, Brenda. His father, who has su√ered bouts of mental illness and involuntary commitment, wants the boy with him when he is well enough to have him. The father’s pride overrides Keith’s attachment to Brenda; it does not matter to the father that Keith hardly knows him when, near Keith’s twelfth birthday, he is released from the mental institution and shows up to claim Keith from Brenda. Surviving this emotional rending and the racist bullying of local boys, finally earning his entrance into university, Keith finds himself fitted to work for the cause of racial equality in Britain. He falls in love with a like-minded white woman, and the two make a life, have a son, Laurie, and grope their way through her family’s disapproval , his father’s erratic presence, and the newer iterations of racial tension Laurie must face. Keith enters higher management in an o≈ce that provides social services and multicultural awareness initiatives. For reasons we do not fully understand, Keith loses his way emotionally at some point; he has a one-night stand at an o≈ce retreat, and, seeing him as a decent man, if a flawed one, we feel for him. Hearing his confession, Keith’s wife, however, decides to leave him, as if she had been waiting for just this cue. Hers is a decisive act that hints at strong feeling but finally reads like something else. What we know of her is that she, too, is decent – annoyed, tired, worried about their son, but decent. How she worked up the passion to leave Keith remains obscure. This strange absence of passion in Keith and in those around him is related to the ambitious narrative decision Phillips makes in this novel. He is committed to the present, and I mean that 1 7 0 H U N G E R F O R D...

The management of accusations of racism in Celebrity Big Brother

The 2007 UK series of Celebrity Big Brother drew considerable attention to Britain as a result of the alleged racist bullying of Bollywood film star Shilpa Shetty by four British celebrity housemates. At stake in these allegations was any perception that Britain as a country promotes inclusivity and discourages racism. In this article, we examine, through an analysis of the exit interviews conducted with the four housemates in question, how accusations of racism were made by the host of Big Brother, and how racism was almost made to disappear in the interviews. Specifically, we elaborate on how racism was constructed not simply as an individual aberration, but more precisely as a matter of perception. We then explore how the host of the interviews avoided making accusations of racism herself by implying that it was others who perceived the behaviours of the housemates as racist, and by using other words (such as ‘bullying’) rather than explicitly referring to racism. We conclude by outlining the implications of our findings for future discursive research on racism, and we emphasize the need to further explore how rhetorical strategies aimed at denying racism operate in the service of shoring up privileged identities.

Racist and Homophobic Bullying in Adulthood: Narratives from Gay Men of Color in Higher Education

Bullying is a serious problem in contemporary American society. Many adults are now suffering from bullying, which has conventionally been thought of as a childhood behavior. While a general form of bullying has been focused on by contemporary scholars, specific types of bullying (racist bullying and homophobic bullying) have not well been studied. Furthermore, no study on the intersection of racist and homophobic bullying exists at this point. This article examines how racist‐homophobic bullying is manifested in adulthood in the context of higher education. First, some concepts of general forms of bullying and bullying based on race and sexuality are stated. Then, narratives from two gay male college students of color are provided as examples to conceptualize racist‐homophobic bullying. Last, implications for adult educators and Human Resource Development (HRD) practitioners are provided to lead anti‐bullying initiatives in learning and workplace environments.

Overseas nurses’ experiences of discrimination: a case of racist bullying?

We present three case studies of discrimination to illustrate how racist bullying as discriminatory practices operates in the workplace. Workplace bullying in the British health care sector is reported along with evidence of discrimination towards overseas-trained nurses recruited to work in the United Kingdom (UK). The three interviews, which form the basis of the discussion in this paper, were selected purposively from a national study of overseas nurses because they present strong examples of the phenomenon of workplace bullying. The data on which this paper draws were collected through semi-structured, audio-recorded interviews and thematically re-analysed using nvivo V2. The national study showed how racism is entrenched in health workplaces. Our findings in this paper suggest that racism can be understood by the concept of racist bullying. There are four key findings which illustrate racist bullying in the workplace: abusive power relationships, communication difficulties, emotional reactions to racist bullying and responses to bullying. We argue that the literature on workplace bullying adds a layer of analysis of discrimination at the individual and organizational levels which enables us to further delineate racist bullying. We conclude that racist bullying can be specifically identified as a form of bullying. IMPLICATIONS FOR NURSING MANAGERS: Our data may assist managers to challenge current workplace working practices and support bullied employees. The three interviews show different responses to racist bullying which allow us to explore some implications for management practice.

Jade's confession: racism and the dialectics of celebrity

In the United Kingdom in January 2007, Celebrity Big Brother became national and international news for incidents of racist language and bullying. The main culprit, Jade Goody, was subsequently evicted and then attempted to rehabilitate her public image in a series of confessional interviews. I explore these “confessions” through the concept of the “dialectics” of celebrity, arguing that the dialectical strategies of respect/ridicule and reality/hyper-reality are central to how the confessional format manages the semiotic damage to a star persona. I suggest that we can discern a reflexive deployment of hyper-reality, evidenced in the attempts to engage the audience in an acknowledgement that reality television is indeed hyper-real and therefore any racist behaviour in that environment is ultimately not real. The real or authentic Jade is similarly a reflexive construction, achieved through the confessional management of interiority using the respect/ridicule strategy. These dialectics permit the rehabilitation of the celebrity as commodity by rendering the displayed racism as “inauthentic”.

Classrooms and Corridors&lt;BR&gt; The new DfES advice on racist bullying in schools – messages from us to us

Classrooms and Corridors&lt;BR&gt; The new DfES advice on racist bullying in schools – messages from us to us

‘The boys and girls not calling me names and the teachers to believe me’. Name calling and the experiences of Travellers in school

This paper is about name calling and bullying of Gypsy and Show Travellers in school and the response of schools. The data discussed were gathered as part of a small‐scale study of the experiences of Gypsy and Show Travellers in school in Scotland and of the views of school and Traveller support staff. The overall focus of the study was on exclusion and perceptions of deviance. There was a difference in the teachers' views of the two groups of Travellers, with Gypsy Traveller pupils perceived as having, and presenting, more difficulties in school. However both Gypsy and Show Traveller children experienced frequent racist bullying and name calling, often not acknowledged by their school. The paper focuses particularly on this latter aspect of our research, raising issues about the ability of schools to support diversity and suggesting that approaches to bullying often fail to address both broader issues of social relationships in school and also the historical and cultural context of prejudice against Travellers. Copyright © 2001 John Wiley &amp; Sons, Ltd.