Bullying and Victimization Among Adolescents: The Role of Ethnicity and Ethnic Composition of School Class

The present study examined the relationships between ethnicity, peer-reported bullying and victimization, and whether these relationships were moderated by the ethnic composition of the school classes. Participants were 2386 adolescents (mean age: 13 years and 10 months; 51.9% boys) from 117 school classes in the Netherlands. Multilevel analyses showed that, after controlling for the ethnic composition of school class, ethnic minority adolescents were less victimized, but did not differ from the ethnic majority group members on bullying. Victimization was more prevalent in ethnically heterogeneous classes. Furthermore, the results revealed that ethnic minority adolescents bully more in ethnically heterogeneous classes. Our findings suggest that, in order to understand bullying and victimization in schools in ethnically diverse cultures, the ethnic background of adolescents and the ethnic composition of school classes should be taken into account

Gender, feminism and the future

SIGLEGBUnited Kingdo

Influences on career choice The responses of ethnic minority and ethnic majority girls

SIGLEAvailable from British Library Document Supply Centre-DSC:8207.27(SEMRU-RP--11)) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Parents, careers and culture The views of Muslim girls

SIGLEAvailable from British Library Document Supply Centre-DSC:8207.270(SEMRU-RP--8) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Opting out? Women and on-line learning

From all corners of the globe, the on-line revolution is proclaimed. The imperative is to connect; to shop, work, learn, be governed, even fall in love on-line. Government initiatives proliferate globally, stressing the urgency for citizens to become part of the so called Information Society. In the midst of all this euphoria the question must be raised 'Is this opportunity for all, or just a few?' Information and Communication Technologies (ICT's) are being introduced to the teaching and learning process at an increasing pace. E-government ministers are particularly concerned about the 'have-nets' and 'have-nots' in this 'digital revolution' (e.g. see www.UKonline). Our research in schools and the HE (Higher Education) sector, looking at women learning on-line, has indicated barriers. We discuss how gendered relations in the home, work and education go far beyond having access to IT (Information Technology). We illustrate how these relations contribute to the shaping of the gendered experiences of using technology in education. So whilst women are urged to get connected, we ask whether or not they will want to use technology as a tool to learn with. We suggest that the current gendered discourse surrounding technology and its use in all areas of society should inform government on-line learning policies globally, cutting through the euphoric hype

'Dotcom' Women Entrepreneurs in the UK

Drawing on two areas of academic interest, i.e. female entrepreneurship and the Internet sector, this paper provides an overview of female entrepreneurship in the web-based business sector in the UK. Based on a field study of 20 web-based small Internet-based companies owned by women, the paper explores why women start up DotCom businesses and presents a typology of DotCom women entrepreneurs. Although the sample size of the project is limited, yet the findings provide interesting and indicative insights into patterns of female entrepreneurship in this growth sector