Citation

Lovegrove PJ, Henry KL, Slater MD. J. School Violence 2012; 11(1): 75-93.

Affiliation

University of Virginia; Curry School of Education, Charlottesville, VA, USA.

Copyright

(Copyright © 2012, Informa - Taylor and Francis Group)

DOI

10.1080/15388220.2011.631447

PMID

22606069

PMCID

PMC3351076

Abstract

This study employs latent class analysis to construct bullying involvement typologies among 3114 students (48% male, 58% White) in 40 middle schools across the U.S. Four classes were constructed: victims (15%); bullies (13%); bully-victims (13%); and noninvolved (59%). Respondents who were male and participated in fewer conventional activities were more likely to be members of the victims class. Students who were African-American and reported being less successful at school had a higher likelihood of membership in the bullies class. Bully-victims shared characteristics with bullies and victims: Students with more feelings of anger toward others and a higher tendency toward sensation-seeking had a higher likelihood of membership in the bullies and bully-victims classes, whereas lower levels of social inclusion was associated with membership in the victims and bully-victims classes.

Language: en