Examining theEffects of Gender Identity and Bullying, Perception of the Perpetrator

Cristina M Walsh

College of Artsand Sciences, Roger Williams university

PSYCH 440.91C AND.91L: Experimental Psychology

Professor Dr.Judith Platania

June 29^th, 2021

Abstract

Despite increase in tolerance with adjustment tothose identifying and labeling their identity in line with those of the LGBTQ+,little research has highlighted the need to understanding the increase andimpact of bullying within those of the LGBTQ+ community. In the current study,we examine the perceptions of bullying based on homophobic within thecommunities and world wide

 Introduction

LiteratureReview

Bullying is tossed around asthough it has no influence on an individual life.  Not only is bullyingmisunderstood and misrepresented, but the Lesbian, Gay, Bi-sexual, Trans, andquestioning/queer (LGBTQ+) community is experiencing an alarming increase inthe number of reported cases. Valid research has been done that providessupport for the study and evaluation of bullying and the effects it has onadolescents particularly those who identify as a member of the lgbtq+. Research has indicated that approximately 28% of Americanadolescents are victims of bullying (Dinkes et al., ). NAME AND DESCRIBE A STUDY HERE THATSUPORTS THE PREVIOUS PAPER.  However, anincrease in the number and types of studies may be beneficial to schools,programs and college campuses on how to identify and address the concerns.

Bullying flourished after thegroundbreaking work of Professor Daniel Olweus of Norway in the 1990s (). Manystudies have adopted his definition of bullying, which considers a person to bebullied when he or she is exposed repeatedly over time to negative actions byone or more others, not to include cases where two children of similar physicaland psychological strength are fighting ().Furthermore, Olweus added that bullying can be direct or indirect. Directbullying is an open attack that can be physical or verbal while indirect can beexcluding others from an activity (). Since the 1990s, many scholars haveadopted or modified Olweus’ definition of bullying.

Resent research has discussedhow bullying can be placed into behavior categories, which include (physical,oral, relational and or cyber bullying). In a study conducted to research theimpact of bullying based on gender identification in the context of namecalling, it was revealed that due to the repeated exposure to these variousforms this led to increase in rates of depression, anxiety, loneliness,suicidal ideations and decreased self-esteem. The study analyzed clusters ofbullying behaviors in the form of biased based bullying. Researchers definedthe term as a motivating factor which provides increase prejudice to ward thevictims group pf membership whether real or perceived (carline Evans). Resultsof the research shared insight on how utilizing name calling and bias basedlanguage can be utilized as a weapon in the bullying arsenal, thus developing astronger form of bullying. Further research may be beneficial to understand thedrive behind the biases towards those who openly share and identify theirsexuality.

Bullying appears to take onvarious forms, indirect and direct. The act of bullying can and the long termseffects may be depentant on how the act was portrayed.

Bullying is a prevalent andongoing matter which can affect those in elementary school all the way throughcollege. In examining research, results were conducted from a variety ofvictimization surveys in which the respondents identified as member of theLGBTQ+.  The rate in which adults who identified has lesbian and or gayreported between 52% and 87% experienced forms of bullying such as verbalharassment due to their sexual identification. (Niel, pilk). In a study conductedby researchers (Salvatore loverno), reviewing the homophobic bullying in positiveand negative school climates. The study observed a school setting where thepresence of a Gay-Straight alliance group and the impact it had on the bullyingenvironment particularly for those of the LGBTQ community. The study reviewover 38,000 students in 58 high schools where there was a presence of the GSA(came from this article: Homophobic Bullying in Positive and NegativeSchool Climates: The Moderating Role of Gender Sexuality Alliances. The studyprovided findings of the effects of less bullying when in the presence ofhigher levels of GSA. TALK ABOUT ASTUDY ABOUT ELEMERATY KIDS AND THEN ONE ON COLLEGE KIDS.

 Previous research hasindicated that increased rates of bullying have risen over the recent years. NAME A STUDY THAT SHOW AND/OR HAS THE STATS TO SHOWTHE INCREASE.  Gender patterns in bullying and aggressiveexpressions have been evident over time. TALKABOUT HWO HOMOPHOBIC MALE BULLIES ARE THE WORSE AND HAVE TH MOST IMPACT ON THEVICTIM. EXPLAIN/ FIND A SOURCE THAT EXPLAINS WHYT MALE HOMOPHOBIC BULLIESIMPACT THE VICTIM THE MOST. Bullying, defined as repetitive aggressivebehaviors with an intent to be harmful or hurtful including some form of powerimbalance between those involved (Olweus, 1996). An important factor inresearch regarding bullying is gender identity.

The perception of ones selfmay increase the likelihood of experiencing bullying. Societys perception ofacceptable behavior among adult women and adult men, are comorbidly instilledat a young age. Gender norms can be defined as a socially appropriate behavior.Over time gender norms are becoming fluid and provide opportunities to be opento interpretation (Giulia Valsecchi, Vincenzo Iacoviello). If a person appearsto be openly engaging and displaying their sexual identity and sexuality theyare predisposed to experience bullying

            From aresearch perspective, it is important to explore the utilization and expressionof words in regards to verbal aggression. In a longitudinal study, researchersexamined the impacts of homophobic name calling (Dorothy L. Espelage).

Regarding the hypotheses aboutgreater prevalence of victimization, cybervictimization and multivictimizationamong non-heterosexual students, all three hypotheses were confirmed with thenon-heterosexual students being systematically overrepresented in the mostserious categories of victimization: severe victimization, severecybervictimization, and multivictimization.

Research has indicated anincrease in biased based victimization, particularly with youth who identitywith particular groups such as those openly identifying their sexual orientation.

            Currentlythere is studies and research that share contradictory information regardingthe frequency of males vs females engaging in bullying behavior (Philippareid).

A recent study conducted by(lisa hellstrom), explored the perception of the act of bullying based on theviews of the adolescents. The study provided a group of 128 students andprovided four focus group interviews. Within the results of the study, it wasconcluded that adolescents own understanding of the term bullying, included thetraditional criteria of power and repetition, but also showed based on healthconsequences of bullying. 

Catherine OBrien examined gender as the stimulusvariable. Through the purpose of this study, the researchers wanted to focus onthe order in which to better understand how boys and girls particularly in thisBritish setting socially construct cross gender and same gender bullying. Tofurther explore and implement their research, the study examined why a male mayengage in acts of bullying towards a female and is the female victim worse offwith a same gender bully or a cross gender bully. The study shared throughtheir own research, that the prevalence of cross-gender bullying was muchhigher then that of same sex bullying. Girls were also found to be bullied byboys and girls equally (Whitney and Smith 1993; Rigby 1996, 24%; Eslea andSmith 1998, 28% of victimised girls, on average over three years), while 12% ofboys were found to be bullied by boys and girls (Eslea and Smith 1998, onaverage over three years). Overall, boys are more likely to be bullies andgirls to be victims (Olweus 2010). Prevalence figures for gender-relatedbullying need to be considered in the light of how bullying is being defined(Felix and Greif Green 2010) and the greater reluctance of boys to admit tobeing bullied (Flood et al. 2007) as well as the potential reluctance of girlsto admit that they bully (Roland 1989) or to perceive what they are doing asbullying (Smith et al. 2002). Whoever the perpetrator, the experience of beingbullied at school is always painful (Garandeau, Wilson, and Rodkin 2010).However, research suggests that being victimised by a boy may have greaterconsequences for victims than the experience of being victimised by a girl(Felix and McMahon 2006). Moreover, being bullied by a highly popular peer maycompound the bullying, since the popular peer may have the support of manyclassmates (Garandeau, Wilson, and Rodkin 2010) I copied this whole section I feel like its important buthave no fucking clue how to edit it.

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