immigrant, refugee, ethno-cultural and racialized ... · ethno-cultural and racialized populations...
TRANSCRIPT
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Immigrant, Refugee, Ethno-Cultural and Racialized
Populations and Bullying
Irene Vitoroulis, PhDSteven Ma, MSc
Katholiki Georgiades, PhDDepartment of Psychiatry and Behavioural Neurosciences,
McMaster University & Offord Centre for Child Studies
PREVnet 10th Annual Conference15 May 2019
Toronto, Ontario
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Outline
1. Setting the Context
2. Individual Factors
3. Socio-contextual Factors
4. School Practices and Strategies
5. Concluding Remarks
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Definitions• Immigrants: individuals who choose to move to improve their lives by
finding work, education, family reunion or other reasons; can return safely• Refugees: individuals forced to leave their country in order to escape war,
persecution or natural disaster; need international protection and cannot return safely
• 1st generation: foreign-born• 2nd generation: Canadian-born (with at least 1 foreign-born parent)
• Ethnic majority/minority• Ethno/cultural• White vs Non-White-Canadian
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Canadian Demographics
• Large & increasing numbers (Statistics Canada, 2017)
• 37.5% 1st or 2nd generation immigrant 49.1% by 2036
• 1 in 5 Canadians ethnic/visible minority (Statistics Canada, 2016a)
• Over 250 ethnic origins (Statistics Canada, 2016b)
47%
30%
23%
Immigrant Admission Categories
Economic
Family
HumanitarianSource: Government of Canada – Open Data Catalogue, IIRC Overview (2016)
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Changes in Canadian demographics
Changes in the composition of schools
HOW DO BULLYING DYNAMICS UNFOLD AMONG IMMIGRANT, REFUGEE, ETHNOCULTURAL & RACIALIZED (IRER) YOUTH?
Scope of the Problem
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Individual FactorsEvidence associated with bullying among IRER youth
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Bullying
■ Bullying = power imbalance, intentionality & repetition
■ Prevalence: ~35%
■ Impact
Gini & Pozzoli, 2009; Modecki et al., 2014; Nielsen et al., 2015; Östberg et al., 2018; Ttofi et al., 2011
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Method: Meta-Analyses
• Are IRER youth at higher risk for bullying victimization and perpetration compared to non-IRER youth?
• Peer victimization, bullying perpetration
• Approximately 12,620 published & unpublished studies
• Inclusion criteria:• School bullying• Majority group and at least one minority group
Vitoroulis & Vaillancourt (2015), Aggressive Behavior, doi: 10.1002/ab.21564Vitoroulis & Vaillancourt (2018), Journal of Research on Adolescence, doi: 10.1111/jora.12393
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Method: Meta-Analyses• Ethnic majority-minority:
• White vs. Black, Hispanic, Asian, Indigenous, Bi-racial• Immigrant vs. non-immigrant
• Methodological moderators: questionnaires, peer nominations, bullying definition, student age, country
• Peer victimization meta-analysis:• 105 studies (Canada, USA, Europe), 1990-2011
• Bullying perpetration meta-analysis:• 53 studies, 1990-2016
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Results: Meta-Analyses
Peer VictimizationN = 18,447
Bullying PerpetrationN = 22,592
# Group Difference
# Group Difference
White vs. Black 63 0.02 30 -0.06White vs. Hispanic 65 0.08 20 0.00White vs. Asian 54 0.05 26 0.07White vs. Indigenous 21 -0.04 13 -0.18
White vs. Bi-racial 10 -0.06 11 -0.07Non-immigrant vs. Immigrant 8 -0.11 12 0.11
Group differences in bold font indicate statistical significance at p</ 0.05
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Ethnic Bullying
• Ethnic bullying: Group Difference = -0.34 (9 studies)• Definition: bullying that targets one’s ethnic or immigrant background,
or cultural identity (McKenney et al., 2006)
• Multiple victimization (Rodriguez-Hidalgo et al., 2019)
IRER youth at higher risk
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Bullying: How vs Why
How? Why?
• Physical (e.g., hit, kick, push) • Appearance (e.g., weight, height, skin color)
• Relational (e.g., spreading rumours, “silent treatment”, exclusion)
• Religion
• Verbal (e.g., name-calling, insults, teasing)
• Gender identity
• In-person vs cyber • Being “different” (e.g., food, clothes, accent)
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Summary Findings: Bullying Perpetration & Victimization
General bullying perpetration and victimization (how):• Weak differences in rates between groups
Ethnic peer victimization (why):• Strongest and consistent differences in rates between groups
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Breakout Session #1
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Breakout Session #1
Based on experiences in your practice, what are prominent bullying dynamics (how’s & why’s) that you observe between
IRER and non-IRER youth?
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Substantive & Methodological Considerations
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Substantive Considerations: Individual Characteristics
• Acculturative factors• English language learners at higher risk• Age of arrival, recency in Canada, immigrant generational status
• Religion• Emerging evidence on religious-based bullying
• Sex differences• Boys at higher risk for perpetration & victimization
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Methodological Considerations: Measurement
• Measurement• Very limited questions assessing ethnic/cultural bullying• Difficult to disentangle & measure the motivation for bullying• Other potential correlates of bullying not assessed
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Special Considerations & Challenges
• Who bullies whom?• Between-group vs. within-group bullying
• The effect of broader social context on bullying
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Socio-Contextual FactorsEvidence associated with less bullying among groups
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Socio-Contextual Factors
• School Climate• Authoritative: disciplinary structure + student support (Cornell & Huang, 2016)
• School Composition• Ethnic diversity• Immigrant or ethnic concentration
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• Structure & support high expectations & supportiveness
• Discipline, academic expectations, structured school
• Teachers & peers: supportive, caring, respectful, willing to help
• Safety, belongingness
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Socio-Contextual Factors: School Climate
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Socio-Contextual Factors
School-level ethnic diversity, immigrant or ethnic composition• Increased ethnic diversity power dispersed less victimization
(Graham, 2006)
• Increased immigrant or ethnic composition person-context fit or more opportunity for contact less victimization(Vitoroulis et al., 2016; Vitoroulis & Georgiades, 2017)
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School Immigrant Concentration & Bullying Victimization
School Mental Health Surveys
• 248 elementary and secondary schools• 3,373 teachers• 206 principals• N = 27,963 children and adolescents
• School safety, belongingness, relationships with teachers: Associated with less victimization
5.00
5.50
6.00
6.50
Low High
Vict
imiza
tion
School Immigrant Concentration
ElementaryImmigrant
Non-Immigrant
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Summary Findings: Socio-Contextual Factors
• Overall: safe, authoritative, structured school environment benefit all students
• School-level ethnic diversity, immigrant or ethnic composition act as protective factors against bullying for IRER youth
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Breakout Session #2
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Breakout Session #2
What are some possible explanations for the effect of school composition on bullying? Consider system-level, teacher-
level, and student-level factors.
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School Practices & StrategiesEvidence associated with reduced bullying among groups
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Bullying Prevention & Intervention Programs
• General bullying prevention & intervention programs
• Anti-prejudice/bias & anti-racism/discrimination programs
• Underlying social-cognitive and peer processes
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General Bullying Prevention & Intervention Programs
• Parent & teacher training• Improved playground supervision• Disciplinary methods• Classroom management & rules• Whole-school anti-bullying policy• School conferences• Information for parents• Cooperative group work & videos
Reduction in Perpetration: 20-23%Victimization: 15-20%
Evans (2014); Ttofi & Farrington (2011, 2019)
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General Bullying Prevention & Intervention Programs
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General Bullying Prevention & Intervention Programs
Effectiveness: • Europe > USA (non-significant reduction)• Studies with limited ethnic diversity; >70% from a single race/ethnicity
(Evans et al., 2014)• Less effective in later adolescence (Yeager et al., 2015)
Challenges and limitations:• Population heterogeneity not addressed (i.e., SES, ethnic/cultural diversity)• Approaches do not address underlying social-cognitive processes related to
ethnicity or culture (Killen et al., 2012)
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Anti-Prejudice & Discrimination Programs
• Do not address bullying directly
• Goal: change the context change cognitions & emotions reduction in prejudice through increased contact, cooperative learning & instruction
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Anti-Prejudice & Discrimination Programs
• Essential components:• Peer relationships and positive contact• Adult-child interactions and socialization• Social cognitive judgments and attitudes
Killen et al., 2011
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Educational Strategies
• Engaging youth from diverse backgrounds• Working in small groups
• Jigsaw classroom: peer-based learning
• Complex instruction: pointing out the low-status group members’ strengths and potential contributions to the group
• Start early in childhood (Killen et al., 2011)
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Anti-Prejudice & Discrimination Programs
• Recommendations by Killen, Rutland & Ruck (2011) - Society for Research on Child Development, Policy
Killen et al., 2011
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• Curriculum kits• Programming• Films, podcasts, webinars• Diversity, reconciliation and mutual respect• Intercultural competence resources for educators
http://www.bbc.co.uk/northernireland/schools/sesame
https://www.coe.int/en/web/autobiography-intercultural-encounters
https://www.tolerance.org
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PREVnet Youth Engagement
https://www.prevnet.ca/resources/youth-engagement
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Breakout Session #3
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Breakout Session #3
Discuss specific strategies or practices you employ to address bullying, aggression and conflict involving IRER youth.
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Concluding Remarks
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Adapted from Earnshaw et al., (2018)
Socio-Ecological Approach
A complex, multi-level, multi-contextual phenomenon
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Concluding Remarks
• IRER youth are at risk for victimization – beyond bullying
• Victimization is dependent on context
• Current measures do not capture IRER youths’ experiences
• Whole-school, anti-bullying programs with anti-prejudice & cultural components need to be further explored
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A special thanks to …