Gender Differences in and Gender Moderation of Peer Victimization and Its Correlates

1. Gender Differences in and Gender Moderation of Peer Victimization and Its Correlates Jordan L. Barnada & Dr. Julie A. Hubbard University of Delaware, Newark, DE Conclusions The current study found that boys were more victimized than girls. We also found that gender moderated the relation between victimization and three of eight correlates assessed, with boys showing stronger relations on all correlates than girls. These findings suggest that boys may internalize bullying more than girls and may be disliked by peers because of bullying more than girls. Our results suggest that gender-segregated bullying programs may be more effective than programs that include both boys and girls. Our results also suggest that bullying prevention programs may want to specifically target boys’ depressive symptoms and experiences of peer rejection. Introduction Bullying is an increasing problem in society. Approximately 10% of school-aged children reported being bullied, and this victimization leads to many short- and long-term negative outcomes in a number of domains.1 In extreme cases, peer victimization has and lead to suicides and school shootings. Due to this, many states (including Delaware) have mandated the use of anti-bullying programs in schools. However, the gender-neutral design of these programs may not be as effective as they should be for girls.3 The research on gender differences in victimization is limited and equivocal. Some studies find that boys are more victimized than girls, or that girls are more victimized than boys, or that there are no gender differences. Inconsistencies are also found in studies looking to discover which gender experiences more negative effects of victimization such as depressive and anxious symptoms. • Results • Boys were more victimized than girls when measured robustly. • The relation between victimization and teacher-reported depression was stronger for boys than girls. • The relation between victimization and peer-reported peer rejection was stronger for boys than girls. • The relation between victimization and teacher-reported peer rejection was stronger for boys than girls. Study’s Aims To provide a more thorough examination of gender differences in victimization. To investigate whether gender moderates the relations between victimization and a range of negative correlates. Acknowledgements Ronald E. McNair Scholars Program Dr. Julie Hubbard The Peer Relations Lab Graduate Students Methods References 1Austin, S., & Joseph, S. (1996). Assessment of bully/victim problems in 8–11 year-olds. British Journal of Educational Psychology, 66, 447–456. 2 Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094-2100. 3 Carbone-Lopez, K., Esbensen, F., & Brick, B.T. (2010, April 22). Correlates and consequences of peer victimization: gender differences in direct and indirect forms of bullying. Youth Violence and Juvenile Justice, 8 (4), 332-350. • Sources: • Self-report • Peer-report • Teacher-report • Aggregate (victimization) • Participants: • 1,760 children • 94 classrooms in 12 schools • 49% female, 51% male • Constructs Assessed: • Victimization • Depression • Anxiety • Peer Rejection • Somatization • Social Withdrawal • School Avoidance