1. Bullying in Academic Environments and the After
Math: A Closer Look at Bullying at the Primary and
Secondary and Levels of Education

2. Brad Weisberg
SOCI251-Measurement and Data Collection
Final Research Proposal
25th April 2010
Table of Contents
Introduction 3
Background Section
Characteristics Traits of Victims and Bullies
Differences Between Grade, Gender and Type of Aggression
Effects of Victimization
Methods and Procedures 7
Study Context and Participants
Age
Gender
Socioeconomic Status and Family Background
Sampling Methods and Design
Methodology Section
Surveys
Type of Survey
Form of Administration
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3. Analysis Section 10
Forms of Data Analysis
Qualitative
Qualitative Data Processing
Quantitative
Multivariable Analysis
References 14
Appendix 16
Sample Survey
Background Section:
Since the beginning of civilization, bullying has been an existent practice that certain
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4. individuals or groups resort to in order to marginalize others who appear weaker, in a physical
context. “Bullying” is such an ambiguous term whos, meaning differs from culture to culture,
region to region, and person to person. For the purpose of this background research, we will refer
to the following definition of bullying, “Bullying is generally conceived as repeated unprovoked
aggressive behavior in which the perpetrator or perpetrators are more powerful than the person or
persons being attacked. It may be physical in form or non-physical; direct or indirect” (Rigby,
2000, pp. 57-68). These actions occur in all spheres, but the main area of the research focuses on
bullying in elementary, middle schools, and high schools. Bullying is prevalent in both males
and females. However, the degree and course of bullying varies between sexes or levels of
schooling. Aside from the patterns and variations of bullying, the effects that these direct and
indirect acts of aggression have on the individual bullies and victims is another important subject
that must be looked more closely at. Both bullies and victim suffer from physical, psychological
and emotional pain and future result of improper treatment from their peers.
Bullying has become a pressing issue in modern societies. Tonja Renae Nansel, social
researcher and Investigator at the National Institute of Health states that on average 11% of
adolescents report experiencing victimization (Nansel et al., 2000). Within the last ten years, the
media has had wide coverage on bullying in academic-learning environments nationwide.
Though, it is not just a national issue. Throughout Europe, Asia and other parts of the globe,
social researchers have expressed their concerns on the matter and have made proposals for
intervention programs. Portrayals of aggressive behavior do not promote the driving forces, such
as unity and leadership, which lead to social-stability and economic prosperity.
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5. Characteristic Traits of Victims and Bullies
Certain individuals present themselves as perfect targets for bullies. Bullying is centered
on an imbalance of power. With that being said, individuals who appear physically weaker than
their perpetrators are targets for bullies. Though, that is not the only variable that creates a fence
between a victim and his or her bully/ bullies. Previous studies affirm that victims tend to be
more physically weaker and more anxious than most individuals. Doctor Dan Olweus, a
professor of psychology at University of Umea, Sweden and leading advocate for bullying
prevention describes the characteristics of typical victims. Olweus says, “The typical victims are
more anxious and insecure than students in general. Further, they are often cautious, sensitive,
and quiet. Victims suffer from low self-esteem and negative view of themselves and their
situation” (Olweus, 1994, 27-31). He classifies them as passive or submissive victims (Olweus,
1994). Other professionals in the field hold the same belief as Olweus. Wendy M. Craig,
professor of psychology at Queens University in Kingston, Ontario, Canada, states, “ Victims in
previous research displayed an anxious personality pattern combined with physical weakness”
(Craig, 1997, 123-30).
Similarly to the victims, select individuals are screened for being bullies. Our society
paints a flawed image with the assumption that individuals who seek popularity are those who
take part in these indirect and direct acts of aggression. Past research explains that the real
culprits behind bullying are individuals who display an antisocial personality pattern and are
physically strong. Olweus asserts this, “Typical bullies can be described as having an aggressive
reaction pattern (Olweus, 1994).
Prior research seeks to explain the generalized image of the model bully and victim. Over
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6. the course of the past few months, there have been a number of cases of victimization that are
centered on homosexuality. In late January, an unnamed eighteen-year old male from Minnesota
committed suicide. Investigators believe that his suicide was linked to his constant, improper
treatment from school bullies for being gay. Related to the subject, a freshman at Rutgers
University in New Brunswick, NJ, committed suicide after a secret sex tape was filtered around
campus. However, social research fails to show a correlation between specific groups of
individuals who are targeted based on key social factors, such as race, ethnicity, religious
practices and sexual orientation. The basis of my research is to find clearer answers to why
certain individuals are attacked.
Differences Between Grade, Gender and Type of Aggression
Incidences of overt and indirect aggression are evident at all levels of schooling and
between boys and girls. However, certain transgressions and trends are clearly distinguishable
between these factors. Nicki R. Crick, Director at the Institute of Child Development in
Minnesota, and Jennifer K. Grotpeter, mentions the differences that curtail between age and
bullying. In their research, they state, “Specifically, bullying and victimization tends to decline
with age. Older children display less overt aggression than younger children” (Crick &
Grotpeter, 1995). Certain individuals express their belief that the decline is related to a child’s
intellectual development. Professor of Psychology, Wendy M. Craig, says, “This result may be
related to the developing repertoire of verbal skills” (Craig, 1997).
The level and content of ‘bullying’ differs between boys and girls. Based on the research
of Crick and Bigbee, overtly aggressive behaviors such as physical fighting and verbal threats
are most salient for boys, while relational aggression, or aggressive behaviors focused on
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7. damaging or manipulating peers’ relationships, are more prone between girls (Crick and Bigbee,
1996). “According to Crick and Grotpeter (1995), one reason that girls are more likely to use
relational aggression, rather than overt aggression is because relationally aggressive behaviors
damage goals that are particularly important to girls” (Crick and Bigbee, 1996).
Effects of Victimization
Research conducted by psychologists, sociologist and medical specialist infers a
relationship between victimization and health problems. Victims of bullying have shown signs of
physiological, psychological and emotional health problems. In a study conducted in South
Australia, 845 boys and girls, aged 12 to 16 were surveyed through questionnaires (Rigby, 2000).
In the study, they found that the mental health of young adolescents is related independently to
the degree of bullying they experience at school and also to the extent to which these students
feel they can rely upon the support of others when they have a serious problems (Rigby, 2000).
When compared to non-victimized children, victimized children reported more health problems
(i.e. general illness, somatic complaints, anxiety, depression, suicidal ideation) (Rigby, 1996).
Craig’s research reinforces the idea of increased health problem among victimized children. Her
findings and others reaffirm that anxiety and depression may result as an effect of repeated acts
of overt and indirect aggression (Craig, 1997).
On a deeper scale, research studies suggest a connection between victimization and the
abuse of alcohol and other substances. In a study conducted by Jeremy w. Luk, Jing Wang,
Bruce G. and Simon-Morton, they examined the link between bullying victimization and
substance use among U.S. adolescent as coping methods. From their study, they can conclude
that increased victimization was linked to elevated substance use in a nationally representative
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8. sample of U.S. adolescents (Luk, Wang, Morton, 2010). In research conducted in London,
England, 324 participants were surveyed over a 12 -month period, with questions related to
victimization and alcohol-related problem behavior (Topper, Ryan, Mackie, 2010). The results of
the research provide evidence to suggest that adolescent bullying victimization creates a
proximal risk for alcohol-related problems, both directly and indirectly through the development
of internal and negative drinking motives. Furthermore, the results highlight that early episodes
of bullying can have prolonged consequences in terms of victims’ engagement with alcohol, over
a 12 -month period (Topper, Ryan, Mackie, 2010).
Studies have shown that victimization and bullying can result in extreme effects such as
acts of suicide. As mentioned above, there have been select scenarios where victims of bullying
resort to suicide. In a study conducted in Korean middle schools, two middle schools (one in
Seoul and the other in Anyang) were studied through survey panels (Kim and Koh, 2005). From
the experiment, it can be said that when school bullying persists over an extended period,
suicidality becomes equally common in both males and females student , thus making the gender
differences disappear over time. Because the duration of the bullying is not measured in this
study, the present data cannot be used to explore this possibility (Kim and Koh, 2005).
Goals of Study
Through conducting this research, we hope to uncover the main causes for relational aggression
in academic arenas. To overcome adversity in the classroom, we must know “who” and “why”
certain individuals are targets of bully victimization and what factors lead an individual to
become a bully. When these answers are discovered, w will use the collected and analyzed data
to create an advocacy program that selected schools will be encouraged to implement in their
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9. curriculum.
METHODS AND PROCEDURES
STUDY CONTEXT AND PARTICIPANTS
In the United States, thousands of children are victims of “bullying” and other forms of
direct and indirect aggression. For the purpose of this research, participants of this study include
50,000 men and women, ages 10-18, from all different racial and socioeconomic backgrounds.
We want to obtain a wide-scoped image of the population of students and how certain factors
affect the level and varieties of non-aggressive and aggressive behaviors that occur at almost
every primary and secondary education structure. For these reasons, several different elementary,
middle and high schools located in the Southeast region will be selected to participate in our
study.
AGE
Certain transgressions and trends are clearly distinguishable between the age-differences
of both perpetrators and their victims. Prior research has demonstrated that bullying and
victimization tend to decline with age; older children display less overt aggression than younger
children. In order to affirm these observations, our experiment will select children from
elementary level to high school.
GENDER
Another large factor that contributes to the level and content of “bullying” is the gender
of the suspects and victims. Several experiments conducted in past years have proven that female
bullies tend to focus on relational aggression; those aggressive behaviors focuses on damaging
or manipulating peer’s relationships. On the opposite side of the spectrum, the variation of
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10. bully’s techniques that occurs within boys is more geared on overt aggression, such as physical
confrontation and verbal threats.
FAMILY AND SOCIOECONOMIC BACKGROUND
Cultural upbringings and families economic background is influential in children’s
attitude and behavior patterns. To better understand how family life and neighborhood values are
related to the different attitudes and behaviors that children exhibit in academic environments,
when interacting with their peers, we will be measuring both male and female subjects from
different neighborhoods and quality of public institutions (working-class schools, middle-class/
upper-middle class schools, and elite schools).
SAMPLING METHODS AND DESIGN
In order to attain an overview of the representative student population of the United State,
we will be using probability sampling as out selection method. To enhance our likelihood of
painting a clear and representative image of subjects, we will use random selection. Our
sampling frame will feature hundreds of elementary, middle, and high schools across the
Southeast region of the United States.
Using a mathematical equation (to be determined), we will randomly select 900 academic
institutions through multi-stage cluster sampling design (300 from each level; elementary,
middle and high school). For the purpose of the experiment, we will systematically sample from
three separate sorted lists, each containing their multiple institutions by level.
METHODOLOGY SELECTION
SURVEYS
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11. Since we’re dealing with a large population, we have chosen to conduct our research through the
distribution of survey. Our study will obtain a general overview of the population. The basis of
our research includes the random selection of 900 academic institutions, from all school levels.
That is an extremely large population; due to the size and variability, the administering of
surveys is the most convenient and efficient module for us to obtain our information. Since we’re
interested in measuring the attitudes and behavior patterns of our individuals, we are
TYPE OF SURVEY
The survey that we will be distributing will not have any reference or overt content that will
expose our motive for research. Our survey will have to be completed by participants with a
proper number 2 pencil so we do not any errors to result from faulty technology; such as flawed
computer programs. It will have questions related to behavior patterns; items that deal with
aggression, depression, violence, thoughts of suicide and a wide range of other questions (refer
to appendix).
FORM OF ADMINISTRATION
As mentioned throughout, 900 elementary, middle, and high schools combined will be selected
to participate in our study. Each selected school will receive a proportion of surveys to be
administered in selected classes at their schools. Self-administration is the best choice for our
study because we are dealing with such a large population and it is easy, cheap and convenient.
Though, since we are dealing with schools, we will make sure that each school receives proper
instructions on how to deal with the administration and if permitted, we will be sending an
administrative -assistants that we have properly trained to each school.
ANALYSIS SECTION
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12. FORMS OF DATA ANALYSIS
In order to fully analyze and understand our collected data, we have chosen to utilize
techniques for both qualitative and quantitative analysis. As mentioned in previous sections, our
method for gathering our information is through the administration of surveys. Our surveys
feature both a series of open-ended and close-ended questions. Different forms of analysis will
be applied for us to properly analyze the information that is collected from each respondent.
QUALITATIVE ANALYSIS
The process of distributing surveys that measure bullying to a wide level of respondents
can produce varying results, dependent on age, grade level, regional area, and other variables for
respondents. We are fully aware of the varying results. In order to account for these
differentiations, the proper measures will be taken.
In order to discover patterns, we will be looking at individual responses and collectively
comparing them to other individual’s responses. Elements such as frequency, magnitude, and
structure, causes, and consequences will be measured in our analysis. Again, surveys will be
divided by level of education and then analyzed using, but limited to this criteria.
-Frequency
How often does bullying occur in each school? (Do not forget to take into account that data
could be flawed due to the uncertainty of individual responses)
-Magnitudes
Different levels of bullying; how continuous is it?
-Structures
Types of bullying – related in any way or forms are all independent.
-Processes
Any order or bullying? Does it start with less evasive forms and evolve into harsher forms?
-Causes
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13. Causes of bullying – occur more often among certain people or no? Does class, race, gender or
specific behavioral traits account for any bullying?
-Consequences
Effects of bullying on victims (psychological, emotional and physical)
CROSS-CASE ANALYSIS
Variable Oriented Analysis
To reach a general explanation on bullying and prospected targets, our analyst will be
using a cross-case analysis. Since we’re concerned with the overall population of bully victims,
they will use a variable-oriented analysis. Variables such as behavioral traits, gender, race,
socioeconomic status and other elements will be analyzed.
GROUNDED THEORY METHOD
1. Compare behavioral traits, age, and techniques of those bullied to those not bullied
(at each education level)
2. Create ideal type of individuals who are most likely to bully victimization
(at each education level)
3. Rule out any erroneous information and previous research that has been proven to false in
all respects to the classifications of individuals who are victim of bullying.
4. Determine sects of individuals who are targeted for victimization. Use this theory in order
properly devise policies at educational institutions to limit bully victimizations
QUALITATIVE DATA PROCESSING
Coding
After carefully evaluating our respondent’s choices and creating ideal types for
individuals (both target an not targeted for bullying), we will codify certain responses to fit each
level of individual Using axial coding, when an individual has responded to a open-ended
question that indicts a certain characteristic trait, we will code that individual to be one of the
following:
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14. 1) TARGET
2) LIKELY TARGET
3) NEUTRAL
4) NOT A TARGET
Similarly, we will use a technique to code individuals to be one of following, as suggested by
their responses.
1) BULLY
2) LIKELY BULLY
3) NEUTRAL
4) NOT A BULLY
It is possible for respondents to be both bullies and victims of bullying. Respondents who answer
questions with a fifty percent response rate as “TARGET” and fifty percent response rate as
“BULLY” will be classified as both.
Memoing
Analysts will be advised to annotate and markup individual’s responses in order to justify
their codes for each respondent. Coding terms are inclusively subjective, so each analyst will
need to explain what constitutes respondents as their determined status.
Concept Mapping
Using selected computer programs, our researchers will create concepts maps to explain
relationships that exist between individuals that are classified as “targets”, “neither”, “bully”, or
“both”.
QUANTITATIVE ANALYSIS
Part of our survey has a series of close-ended questions that each respondent will have to
answer. In order to understand our data, our analysts will use STATA: Data Analysis and
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15. Statistical Software for quantitative analysis.
Grade Level
- Education levels of respondents will be codified using the following numerical values
1) Elementary
2) Middle
3) High
Gender
-Gender of individuals will be codified using the following numerical values
1) Male
2) Female
3) Transgender
Neighborhood of Respondent
1) Rural
2) Suburban
3) Urban
Quality of School
1) Working Class
2) Middle-Class—Upper Middle-Class
3) Elite
Other information, such as our matrix questions will be coded to the following. If an individual
determines a statement to be a CONCERN, then he or she will be either
1) TARGET
2) BULLY
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16. MULTIVARIABLE ANALYSIS
After properly coding our variables correctly, we will use STATA in order to create
contingency tables. Contingency tables will be used in order to explain the set of variables that
lead for an individual to be targeted as a victim of bullying. Likewise, we will also use tables to
explain the relationships between different variables that constitute and individual to be a bully
or not.
REFERENCES
Craig, Wendy M. "Emotional Regulation and Display in Classroom Victims of
Bullying: Characteristic Expressions of Affect, Coping Styles and Relevant Contextual
Factors." Social Development 9.2 (1997): 227-244. Web. 07 Feb. 2011.
<http://psycserver.psyc.queensu.ca/craigw/mahady-wilton_craig_pepler_2000.pdf>.
Crick, Nicki R., Maureen A. Bigbee, and Cynthia Howes "Gender Differences in
Children's Normative Beliefs about Aggression: Do I Hurt Thee? Let Me Count the
Ways." Child Development 67.3 (1996): 1003-1014. JSTOR. Web. 07 Feb. 2011. <http://
www.jstor.org/stable/1131876>.
Crick, Nicki R., and Jennifer K. Grotpeter "Relational Aggression, Gender and Social-
Psychological Adjustment." Child Development 66.3 (1995): 710-722. JSTOR. Web. 07
16

17. Feb. 2011. <http://www.jstor.org/stable/1131945>.
Kim, Young S., Yun J. Koh, and Bennett Levental "School Bullying and Suicidal
Risk in Korean Middle School Students." PEDIATRICS 115.2 (2005): 357-363. Web. 07
Feb. 2011. <http://pediatrics.aappublications.org/cgi/content/full/115/2/357>.
Luk, Jeremy W., Jing Wang, and Bruce G. Simons-Morton "Bullying
Victimization and Substance Use Among U.S. Adolescents: Mediation by Depression."
Prevention Science 11.4 (2010): 355-359. Web. 07 Feb. 2011.
<http://www.springerlink.com/content/t676k47725151744/>.
Nansel Et Al. "Bullying Behavior Among US Youth." Journal of the
American Medical Association 285.16 (2001): 2094-2100. JAMA. Web. 07 Feb. 2011.
<http://www.sciencedirect.com/science?
_ob=ArticleURL&_udi=B6WH0-45F4RJ6-27&_user=130907&_coverDate=02%2F29%
2F2000&_rdoc=1&_fmt=high&_orig=gateway&_origin=gateway&_sort=d&_docanchor
=&view=c&_searchStrId=1729715364&_rerunOrigin=scholar.google&_acct=C0000041
98&_version=1&_urlVersion=0&_userid=130907&md5=0e89c2b160b63f1814f00ec27f
a4b7b8&searchtype=a>.
Olweus, Dan. "Bullying at School: Basic Facts and an Effective Intervention
Programme." Promotion & Education 1 (1994): 27-31. ped.sagepub.com. Web. 08 Feb.
2011. <http://ped.sagepub.com/content/1/4/27.refs.html>.
Rigby, Ken. "Effects of Peer Victimization in Schools and Perceived Social
Support on Adolescent Well-being." Journal of Adolescence 23.1 (2000): 57-68.
ScienceDirect. Web. 07 Feb. 2011.<http://www.sciencedirect.com/science?
_ob=ArticleURL&_udi=B6WH0-45F4RJ6-27&_user=130907&_coverDate=02%2F29%
2F2000&_rdoc=1&_fmt=high&_orig=gateway&_origin=gateway&_sort=d&_docanchor
=&view=c&_searchStrId=1729715364&_rerunOrigin=scholar.google&_acct=C0000041
98&_version=1&_urlVersion=0&_userid=130907&md5=0e89c2b160b63f1814f00ec27f
a4b7b8&searchtype=a>.
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18. Topper, Lauren R. et al "Adolescent Bullying Victimisation and Alcohol-related Problem
Behaviour Mediated by Coping Drinking Motives over a 12 Month Period." Addictive
Behaviors 36.1-2 (2011): 6-13. ScienceDirect. Web. 07 Feb. 2011.
<http://www.sciencedirect.com/science?
_ob=ArticleURL&_udi=B6VC9-50XCY7C-1&_user=130907&_coverDate=02%2F28%
2F2011&_rdoc=1&_fmt=high&_orig=search&_origin=search&_sort=d&_docanchor=&
view=c&_acct=C000004198&_version=1&_urlVersion=0&_userid=130907&md5=d094
5453be94734b96c085fa201e7d77&searchtype=a>.
APPENDIX
Sample Survey Questions
For each response, only mark one answer choice.
1. What is your sex? Male _ Female _ Intersexual_
2. What is your age? 6-9__ 10-13__ 14-17__ 18+__
3. What is your highest level of education? Elementary __ Middle __ High School __
4. Do you have a mother? Yes __ No __
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19. 5. Do you have a father? Yes __ No__
If no for both, please explain.
______________________________________________________________________
______________________________________________________________________
6. Have you ever been bullied? Yes__ No__
7. Have you every bullied anyone? Yes__ No__
8. For the following, please place a checkmark next to the ones that apply to you
CHARACTERISTICS OF INDIVIDUAL
YES NO
Are you quiet?
Are you loud?
Do you actively participate in
class?
Do you have a main group of
friends?
Do you have any older or
younger siblings?
Is your mother or father (or
guardian) employed?
Do you get sick often?
Do you use physical force
when you’re upset?
Do you use verbal threats
when you’re upset?
Do you workout?
Do you keep to yourself when
you’re angry?
9. Please explain a time in which you had to work in a large group setting? Be sure to include the
size of the group and your role in the group.
_____________________________________________________________________________
_____________________________________________________________________________
__
10. Take a look at yourself, do you think you appear the same as your peers. If yes, explain why.
If no, explain and why not and how it makes you feel.
_____________________________________________________________________________
_____________________________________________________________________________
__
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20. 11. Please explain your hobbies. Do you actively interact with individuals your age when
partaking in these activities?
_____________________________________________________________________________
_
_____________________________________________________________________________
_
12. For the following, please place an X next to each one that applies to your right now.
FEELINGS AND EMOTIONS
TIRED
ANXIOUS
EXCITED
NERVOUS
FATIGUE
FATIGUED
EXHAUSTED
HYPER
SAD
ANGRY
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21. 21