Date of Conferral
2022
Degree
Ph.D.
School
Human Services
Advisor
Dr. Eric Youn
Abstract
AbstractIntra-racial bullying is increasing within the African American population, especially middle school. This specific form of bullying can be difficult for administrators to investigate as it is unlike the typical forms of bullying that school officials observe or witness daily. There was a gap in the literature regarding limited research that has examined intra-racial bullying from the perspectives of teachers, administrators, and hallway monitors. The purpose of this qualitative study was to explore the patterns, trends, characteristics, and reasons that result in intra-racial bullying among African American female students in middle school from the perspectives of adults who work in schools. In addition, Bronfenbrenner’s ecological system was used to explore the human and social development approach which included an emphasis on various types of environments and how these environments could affect and influence children. Three participants, a teacher, an administrator, and a hallway monitor, were interviewed to gather information about their lived and shared experiences regarding intra-racial bullying of African American female students. After analyzing participant interviews, four major themes emerged from the data: (a) perceived intra-racial bullying, (b) perceived characteristics of intra-racial bullying, (c) lived and shared experiences, and (d) school policies and procedures. This research may be instrumental with improving general knowledge that can be a resource for school officials, teachers, and parents, to possibly address and prevent intra-racial bullying and engender social change.
Recommended Citation
Cunningham, Lashaunda, "Intra-Racial Bullying Among African American Female Students in Middle School" (2022). Walden Dissertations and Doctoral Studies. 12308.
https://scholarworks.waldenu.edu/dissertations/12308
