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An Exploration of Strength of Ethnic Identity, Acculturation and Experiences of Bullying and Victimisation in Australian School Children

Published online by Cambridge University Press:  30 January 2013

Rachel M. Roberts  and
Feda Ali
Rachel M. Roberts
Affiliation:
School of Psychology, University of Adelaide, Adelaide, Australia
Feda Ali
Affiliation:
School of Psychology, University of Adelaide, Adelaide, Australia
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Abstract

School bullying and victimisation is a pervasive problem within schools. Research within Australian schools has not considered the relationship that ethnicity, strength of ethnic identity or acculturation orientation may have with bullying and victimisation. A self-report measure was completed by 421 children (Mean age = 11.8 years, SD = 0.6). Ethnic majority children reported experiencing more direct and indirect victimisation than ethnic minority children. For ethnic minority children, weaker ethnic identity was associated with direct victimisation. Ethnic minority children who adopted an assimilation acculturation orientation experienced more direct victimisation in comparison with ethnic minority children who adopted an integration acculturation orientation. Ethnicity and acculturation are important aspects to consider when understanding bullying and victimisation in Australian schools and although ethnic majority children were more likely to report victimisation, weak ethnic identity and assimilation acculturation orientation leaves ethnic minority children particularly vulnerable to direct victimisation. This should be considered in the application of anti-bullying programmes within schools.

Type
Articles
Information
Children Australia , Volume 38 , Issue 1 , March 2013 , pp. 6 - 14
Copyright
Copyright © The Authors 2013

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