This book examines the associated experiences of school bullying and violence among vulnerable and marginalized youth. It discusses the effects of diversity and disparities in youth's experiences with bullying. Among these are socioeconomic and social status, family cohesion and interactions, sex, sexual orientation, gender identity and gender expression, race, ethnicity, immigration, religion, and disabilities and special health needs. The book describes the ways in which a social-ecological framework can inform the problem and address school bullying. It addresses not only individual, intrapersonal, and environmental factors of bullying, but also discusses distal level factors and conditions that are specifically relevant to youth (e.g., culture and law). In addition, this volume contextualizes relevant multilevel factors that foster or inhibit bullying victimization among vulnerable and historically marginalized children and adolescents who are faced with cumulative social stratification. Key areas of coverage include: The role of the family (parents and guardians, siblings) - its cohesion and interactions - in school bullying. Race, ethnicity, immigration, and religion and school bullying of marginalized and at-risk youth. Victimization of students with physical, emotional, and learning disorders. Bullying and victimization of vulnerable youth in the court systems. School Bullying is an essential resource for researchers, clinicians and other practitioners, graduate students, and policymakers across such disciplines as child and school psychology, social work and counseling, pediatrics and school nursing, educational policy and politics, and all interrelated disciplines.

Immigration and School Safety utilizes a multidisciplinary approach to expose the complex relationship between immigration and school safety in the United States. It addresses not only individual, intrapersonal, and environmental factors but also distant-level conditions that are relevant to the experiences of immigrant children and connected to school safety. Twenty-five percent of all youth in U.S. schools have at least one immigrant parent, and that percentage is expected to increase to 33 percent by 2040. A wide array of factors, including but not limited to laws, public and political discourses, educational policies, interpersonal relationships, socioeconomic status, English language proficiency, citizenship, legal status, family characteristics, race and ethnicity, generational status, nationality, religion, and gender, contribute to the marginalizing experiences of children of immigrants at school. With the rapid growth of students in immigrant families in U.S. schools, any effort to address school violence and implement school safety policies must consider barriers associated with the unique educational experiences of that segment. This book highlights the often overlooked importance of immigration as a mediating factor in explaining both violence and victimization and provides a blueprint for integrating immigration and criminology theories into evidence-based efforts toward ensuring safety for all students. The authors demonstrate that immigration matters significantly in school violence and safety concerns and illustrate why research that integrates immigration with criminology theories is needed to understand the causes and correlates of school violence. The book will appeal to a wide array of individuals, including academics, educators, policymakers, practitioners, social workers, parents, and stakeholders who are committed to addressing educational disparities and inequities associated with immigration and school safety.

Immigration and School Safety utilizes a multidisciplinary approach to expose the complex relationship between immigration and school safety in the United States. It addresses not only individual, intrapersonal, and environmental factors but also distant-level conditions that are relevant to the experiences of immigrant children and connected to school safety. Twenty-five percent of all youth in U.S. schools have at least one immigrant parent, and that percentage is expected to increase to 33 percent by 2040. A wide array of factors, including but not limited to laws, public and political discourses, educational policies, interpersonal relationships, socioeconomic status, English language proficiency, citizenship, legal status, family characteristics, race and ethnicity, generational status, nationality, religion, and gender, contribute to the marginalizing experiences of children of immigrants at school. With the rapid growth of students in immigrant families in U.S. schools, any effort to address school violence and implement school safety policies must consider barriers associated with the unique educational experiences of that segment. This book highlights the often overlooked importance of immigration as a mediating factor in explaining both violence and victimization and provides a blueprint for integrating immigration and criminology theories into evidence-based efforts toward ensuring safety for all students. The authors demonstrate that immigration matters significantly in school violence and safety concerns and illustrate why research that integrates immigration with criminology theories is needed to understand the causes and correlates of school violence. The book will appeal to a wide array of individuals, including academics, educators, policymakers, practitioners, social workers, parents, and stakeholders who are committed to addressing educational disparities and inequities associated with immigration and school safety.

Dieses Buch untersucht die damit verbundenen Erfahrungen mit Mobbing und Gewalt in der Schule bei gefährdeten und marginalisierten Jugendlichen. Es erörtert die Auswirkungen von Diversität und Ungleichheiten in den Erfahrungen von Jugendlichen mit Mobbing. Dazu gehören sozioökonomischer und sozialer Status, familiärer Zusammenhalt und Interaktionen, Geschlecht, sexuelle Orientierung, Geschlechtsidentität und -ausdruck, Rasse, ethnische Zugehörigkeit, Einwanderung, Religion sowie Behinderungen und besondere gesundheitliche Bedürfnisse. Das Buch beschreibt die Art und Weise, wie ein sozial-ökologischer Rahmen über das Problem informieren und Mobbing an Schulen angehen kann. Es befasst sich nicht nur mit den individuellen, intrapersonellen und umweltbedingten Faktoren von Mobbing, sondern erörtert auch Faktoren auf der distalen Ebene und Bedingungen, die speziell fürJugendliche relevant sind (z. B. Kultur und Recht). Darüber hinaus kontextualisiert dieser Band relevante Mehrebenenfaktoren, die die Viktimisierung durch Mobbing bei gefährdeten und historisch marginalisierten Kindern und Jugendlichen, die mit einer kumulativen sozialen Schichtung konfrontiert sind, fördern oder verhindern. Zu den wichtigsten Themenbereichen gehören: · Die Rolle der Familie (Eltern und Erziehungsberechtigte, Geschwister) - ihr Zusammenhalt und ihre Interaktionen - bei Mobbing in der Schule. · Rasse, ethnische Zugehörigkeit, Einwanderung und Religion sowie Mobbing in der Schule bei marginalisierten und gefährdeten Jugendlichen. · Viktimisierung von Schülern mit körperlichen, emotionalen und Lernstörungen. · Mobbing und Viktimisierung gefährdeter Jugendlicher in den Gerichtssystemen. Mobbing in der Schule ist ein unverzichtbares Hilfsmittel für Forscher, Kliniker und andere Praktiker, Studenten und politische Entscheidungsträger in Disziplinen wie Kinder- und Schulpsychologie, Sozialarbeit und Beratung, Pädiatrie und Schulpflege, Bildungspolitik und Politik sowie in allen miteinander verbundenen Disziplinen.

This book examines the associated experiences of school bullying and violence among vulnerable and marginalized youth. It discusses the effects of diversity and disparities in youth's experiences with bullying. Among these are socioeconomic and social status, family cohesion and interactions, sex, sexual orientation, gender identity and gender expression, race, ethnicity, immigration, religion, and disabilities and special health needs. The book describes the ways in which a social-ecological framework can inform the problem and address school bullying. It addresses not only individual, intrapersonal, and environmental factors of bullying, but also discusses distal level factors and conditions that are specifically relevant to youth (e.g., culture and law). In addition, this volume contextualizes relevant multilevel factors that foster or inhibit bullying victimization among vulnerable and historically marginalized children and adolescents who are faced with cumulative social stratification. Key areas of coverage include: The role of the family (parents and guardians, siblings) - its cohesion and interactions - in school bullying. Race, ethnicity, immigration, and religion and school bullying of marginalized and at-risk youth. Victimization of students with physical, emotional, and learning disorders. Bullying and victimization of vulnerable youth in the court systems. School Bullying is an essential resource for researchers, clinicians and other practitioners, graduate students, and policymakers across such disciplines as child and school psychology, social work and counseling, pediatrics and school nursing, educational policy and politics, and all interrelated disciplines.