Teacher- and Self-Reported Peer Victimization of African-American and Hispanic/Latino Children: Using Victimization Identification Groupings to Examine Psychological Adjustment

View/ Open
Issue Date
2017-12-31Author
Diaz, Kathleen Irmina
Publisher
University of Kansas
Format
79 pages
Type
Thesis
Degree Level
M.A.
Discipline
Clinical Child Psychology
Rights
Copyright held by the author.
Metadata
Show full item recordAbstract
Although teachers may accurately identify some victimized children, prior research suggests teacher-report of PV may not be consistent with self-report of PV, with research indicating African-American (AA) youth underreport PV while Hispanic/Latino (H/L) youth over-report PV. Focusing on the implications of over-identification and under-identification of self- and teacher-reported PV, the current study compares selected indicators of psychological adjustment, such as feelings of belongingness at school, affect, and aggression, for 193 AA and 150 H/L children in the 5th grade who are self- and/or teacher-identified as victims and non-victims. Results indicated that self-reported victims perceived their school climate less positively and reported more negative affect than those victims identified by teachers. H/L youth who self-reported PV also endorsed beliefs that being aggressive pays off more strongly compared to non-victims and teacher-reported victims. Results provide crucial information regarding reports of PV and children’s behaviors that may inform efforts to intervene in PV.
Collections
- Psychology Dissertations and Theses [459]
- Theses [3901]
Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.
We want to hear from you! Please share your stories about how Open Access to this item benefits YOU.