Bullying is one of the most serious behavioral issues encountered and perpetrated by students. To see how past bullying might figure into the mix, the researchers surveyed 413 students at a large northeastern university via email in February of their first year. The results showed reason for optimism, with many students reporting strong friendships and a sense of belonging. In contrast to studies of childhood bullying that find that child victims of bullying report lack of engagement in school and weaker peer relationships in general, our results suggest that previously bullied youth might be hopeful about their college experience,” wrote the authors.
This paper explores the concept of shame within the context of workplace bullying. Despite a decade or more of international research into bullying at work, there is little or no evidence for explicit exploration of shame amongst those who have experienced bullying. Based on content analysis from the narratives of 15 college and university lecturers who were self-selecting victims of bullying we find clear evidence for feelings of shame which appear to last long after the bullying episodes have ended.
However, for some it may mean a period of time of bullying which could also include humiliation and alienation. Bullying affects everyone, from those who are victims to the bullies themselves, parents, professors and administrators. The key to preventing or reducing bullying in colleges is pro-activeness through the use of technology, which today is easily achieved through new available bullying detection software, applications and sensing devices. By leveraging these technologies, college administrators and security personnel are able to respond immediately, or investigate bullying incidents.
Teacher bullying occurs when a teacher takes advantage of his or her position of authority and subjects a student to repeated public ridicule, degradation, or suggestions of incapability. Teacher bullying is often indirect, and the victim is generally powerless given that the teacher ultimately evaluates the victim’s performance in the class. Teacher bullying-particularly bullying based on ideological differences between the student and the teacher-is being reported with increasing frequency at the university level. Bullying by tenured professors toward untenured assistant professors has also been reported.
In the first step, the control variables gender, race, and T0 score on the corresponding T1 alcohol measure were entered. The Step 1 control variables accounted for 15 % to 33% of variability in outcome, depending on the model. Gender contributed significantly to all of the alcohol outcome models, with men exhibiting significantly higher scores on all alcohol outcomes, as noted earlier. Minority status was generally associated with lower scores on alcohol outcomes, with the exception that Black students were more likely to report problems due to drinking which had a significant effect in the model assessing the effects of school bullying.
This study investigated the prevalence rates of the different types of bullying (i.e., physical, social, verbal) within higher education, advancing past research which lumped together the three traditional types, and typically focused on traditional to the exclusion of cyber (or vice versa). In both the survey and the narratives, verbal bullying was reported the most, followed by social bullying. The rates of both overall bullying and cyber-bullying found in the survey are similar to those found by other researchers in the United States (Chapell et al., 2004; Kraft & Wang, 2010; Schenk & Fremouw, 2012). In contrast, these rates are considerably higher than those found at a Finnish university (Sinkkonen et al., 2014) and British universities (Student Experiences Report, 2008).