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ETD Abstract Container

Abstract Header

Bullying: The Student Perspective

Stevens, Scott Kevin
http://rave.ohiolink.edu/etdc/view?acc_num=miami1155927409

Abstract Details

2006, Doctor of Education, Miami University, Educational Leadership.
The purpose of this qualitative interview study is to describe through student voice how students in grades five, six, and seven define, recognize, and deal with bully behaviors within their school community. Current literature and research on bully behavior has focused primarily upon how adults view this phenomenon with little or no attempt at taking into consideration input from the students themselves. Many times, attempts by schools to address this issue have been rooted in adult perception of bullying based primarily upon the observations and mental models of the adults in supervisory positions. On those occasions when actual data has been collected and reviewed, typically it has been through discipline reports, surveys, and governmental statistics reporting the number of bullying incidents. Often there is little consideration of investigating the culture of bullying and its ramifications. Absent is the data that would allow adults to understand what is occurring under the surface of bullying and to be aware of the interactions between the bully, the victim, and the bystander. Information that would be invaluable if the phenomenon of bullying is to successfully be addressed. This case study presents the students’ story of how they deal with bullies on a daily, weekly, and often a yearly basis at Heritage School. Students were asked to describe how they defined, recognized, and dealt with bullies within their school. Students were also asked to provide recommendations on what needs to be done to effectively stop bullying at their school. This case study took place at Heritage School, a kindergarten through eighth grade building located in southeastern Indiana. This small, rural school, provided the setting in which data was collected by the researcher through semi-structured interviews along with personal observations, experiences, and current research. Interviews were conducted with a sample of students from grades five, six, and seven at the school site. The researcher’s role to students in this case study was that of a casual observer which removed any threat of authority to informants, which in turn removed any possible fear of reprisals in regard to truthful responses. As students spoke of bullying at their school, eleven themes emerged within the three main categories of defining, recognizing, and dealing with bullies: being picked on, targets, popularity, power, physical and emotional, gender, internet bullying, how students react when bullied, a support system, and reasons to bully. By fully understanding the dynamics of these eleven themes, adults who are given the responsibility of providing safe and protective school environments will enhance their ability to reduce or even eradicate the bullying phenomenon.
Raymond Terrell (Advisor)
95 p.
Education, Administration
student bullying

Recommended Citations

Citations

  • Stevens, S. K. (2006). Bullying: The Student Perspective [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1155927409

    APA Style (7th edition)

  • Stevens, Scott. Bullying: The Student Perspective. 2006. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1155927409.

    MLA Style (8th edition)

  • Stevens, Scott. "Bullying: The Student Perspective." Doctoral dissertation, Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1155927409

    Chicago Manual of Style (17th edition)

miami1155927409
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© 2006, all rights reserved.
This open access ETD is published by Miami University and OhioLINK.