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

Abstract

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.