Is Cyberbullying a Stand Alone Construct? Using Quantitative Analysis to Evaluate a 21st Century Social Question

Using a subsample of the 2009 National Crime Victimization Survey, School Crime Supplement (NCVS-SCS), the present study explores the nature of the relationship between cyberbullying and traditional bullying victimization among students aged 12–18. One question of particular interest in the recent cyberbullying literature regards the classification of cyberbullying relative to traditional school yard bullying. As is the case in the cyber victimization literature in general, the question has become whether cyberbullying is an extension of traditional bullying or whether it is a unique independent phenomenon. Using the available data we attempt to address this question by exploring cyberbullying victimization as a standalone construct. Results of exploratory factor analyses suggest that cyberbullying victimization is both interlaced with traditional bullying modalities, and experienced as a unique phenomenon. Our results contribute a 21st century texture and dimension to the traditional construct

School disorder, victimization, and general v. place-specific student avoidance

This study utilizes a national sample of 3, 776 high-school students to test two theoretical models of school avoidance behavior. More specifically, this study examines the relationships between student avoidance and both school disorder (or, incivilities) and previous victimization experiences. Further, the study also examines whether the presumed effects of incivilities and victimization on avoidance operate indirectly, through student fear. Negative Binomial regression analyses showed that perceived disorder in the form of presence of gangs and previous bullying victimization are key sources of student fear. In turn, student fear is positively correlated with two distinct types of avoidance behavior. Interestingly, controlling for student fear does not dissolve the significant, positive effects of perceived gang presence and bullying victimization.

Is Cyberbullying a Stand Alone Construct? Using Quantitative Analysis to Evaluate a 21st Century Social Question

Using a subsample of the 2009 National Crime Victimization Survey, School Crime Supplement (NCVS-SCS), the present study explores the nature of the relationship between cyberbullying and traditional bullying victimization among students aged 12–18. One question of particular interest in the recent cyberbullying literature regards the classification of cyberbullying relative to traditional school yard bullying. As is the case in the cyber victimization literature in general, the question has become whether cyberbullying is an extension of traditional bullying or whether it is a unique independent phenomenon. Using the available data we attempt to address this question by exploring cyberbullying victimization as a standalone construct. Results of exploratory factor analyses suggest that cyberbullying victimization is both interlaced with traditional bullying modalities, and experienced as a unique phenomenon. Our results contribute a 21st century texture and dimension to the traditional construct

"IT'S HARD TO BE EVERYTHING AT ONCE": ISRAELI ARAB WOMEN BALANCING WORK, FAMILY AND COMMUNITY ROLES / קשה להיות הכל בכל עת: נשים ערביות ישראליות מגשרות בין קריירה, משפחה וקודים חברתיים

This research provides insight into the experiences of employed Arab women living in a traditional, Middle Eastern culture where most women (nearly 65%) are not employed outside the home. 287 Arab Israeli women reported on their personal experiences of balancing a career with family and community responsibilities from within a culture where women’s employment is non-normative and subject to significant social disapproval. Quantitative analyses indicated that the women perceived more benefits (role expansion) than costs (role conflict) related to their employment even within the context of their parenting role. Qualitative data provided a more nuanced account as the women described both benefits and costs associated with possessing multiple roles, some they perceived as unique to their culture, others they perceived as being universal for all women. This work highlights the importance of understanding work-family balance and perceptions of maternal employment within non-Western, traditional cultures where women’s entry into the workforce is more recent and non-normative. Our participants’ voices add to the literature significantly by examining the real-time experiences of women who are actively breaking traditional gender norms from within a traditional society and who are on the front lines of societal change.מחקר זה מספק תובנה מחוויותיהן של נשים ערביות בעלות קריירה, החיות בתרבות מזרח תיכונית מסורתית שבה רוב הנשים (כמעט 65%) אינן מועסקות מחוץ לבית. 287 נשים ערביות דיווחו על חוויותיהן האישיות שלהן בגישור בין קריירה, אחריות משפחתית ואחריות חברתית מתוך תרבות שבה קריירת נשים אינה נורמטיבית ונתונה לחוסר הסכמה חברתית משמעותית. ניתוחים כמותיים הצביעו על כך שהנשים תפסו יותר תועלת (הרחבת תפקיד) מאשר עלויות (קונפליקט תפקידים) הקשורות לעבודתן גם בהקשר של תפקידן ההורי. נתונים איכותיים סיפקו תיאור שונה במידה מה , שכן הנשים תיארו הן יתרונות והן עלויות הקשורות לבעלי תפקידים מרובים, חלקם נתפסו כייחודיים לתרבותם, אחרים נתפסו כאוניברסליים עבור כל הנשים. מחקר זה מדגיש את החשיבות של הבנת האיזון בין עבודה למשפחה ותפיסות של תעסוקת אימהות בתוך תרבויות מסורתיות לא מערביות שבהן כניסת נשים לשוק העבודה היא דבר חדש ולא נורמטיבי. הקולות של המשתתפים שלנו מוסיפים לספרות באופן משמעותי על ידי בחינת החוויות בזמן אמת של נשים ששוברות ,באופן פעיל, נורמות מגדר מסורתיות מתוך חברה מסורתית ושנמצאות בחזית השינוי החברתי.  Article visualizations