Programas de Victimización por Bullying (Intimidación) y Prevención de Bullying Intimidación como Predictores del Apoyo entre Compañeros en el Aula para Estudiantes Inmigrantes y Nacidos en los Estados Unidos

Introducción: En promedio, uno de cada cuatro estudiantes en las escuelas de los Estados Unidos son parte de familias inmigrantes, y la escuela es el lugar principal donde se relacionan con sus compañeros nacidos en los Estados Unidos. Su capacidad para prosperar en el aula puede verse afectada, tan...

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Autores:
Evans, Kerri
Tipo de recurso:
Article of journal
Fecha de publicación:
2023
Institución:
Corporación Universidad de la Costa
Repositorio:
REDICUC - Repositorio CUC
Idioma:
eng
OAI Identifier:
oai:repositorio.cuc.edu.co:11323/11409
Acceso en línea:
https://hdl.handle.net/11323/11409
https://doi.org/10.17981/cultedusoc.14.2.2023.07
Palabra clave:
Estudiante
Inmigrante
Bullying
Nivel de apoyo de los compañeros
Student
Immigrant
Bullying
Peer support
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openAccess
License
CULTURA EDUCACIÓN Y SOCIEDAD - 2023
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dc.title.spa.fl_str_mv Programas de Victimización por Bullying (Intimidación) y Prevención de Bullying Intimidación como Predictores del Apoyo entre Compañeros en el Aula para Estudiantes Inmigrantes y Nacidos en los Estados Unidos
dc.title.translated.eng.fl_str_mv Bullying Victimization and Bully Prevention Programs as Predictors of Classroom Peer Support for Immigrant and US-born Students
title Programas de Victimización por Bullying (Intimidación) y Prevención de Bullying Intimidación como Predictores del Apoyo entre Compañeros en el Aula para Estudiantes Inmigrantes y Nacidos en los Estados Unidos
spellingShingle Programas de Victimización por Bullying (Intimidación) y Prevención de Bullying Intimidación como Predictores del Apoyo entre Compañeros en el Aula para Estudiantes Inmigrantes y Nacidos en los Estados Unidos
Estudiante
Inmigrante
Bullying
Nivel de apoyo de los compañeros
Student
Immigrant
Bullying
Peer support
title_short Programas de Victimización por Bullying (Intimidación) y Prevención de Bullying Intimidación como Predictores del Apoyo entre Compañeros en el Aula para Estudiantes Inmigrantes y Nacidos en los Estados Unidos
title_full Programas de Victimización por Bullying (Intimidación) y Prevención de Bullying Intimidación como Predictores del Apoyo entre Compañeros en el Aula para Estudiantes Inmigrantes y Nacidos en los Estados Unidos
title_fullStr Programas de Victimización por Bullying (Intimidación) y Prevención de Bullying Intimidación como Predictores del Apoyo entre Compañeros en el Aula para Estudiantes Inmigrantes y Nacidos en los Estados Unidos
title_full_unstemmed Programas de Victimización por Bullying (Intimidación) y Prevención de Bullying Intimidación como Predictores del Apoyo entre Compañeros en el Aula para Estudiantes Inmigrantes y Nacidos en los Estados Unidos
title_sort Programas de Victimización por Bullying (Intimidación) y Prevención de Bullying Intimidación como Predictores del Apoyo entre Compañeros en el Aula para Estudiantes Inmigrantes y Nacidos en los Estados Unidos
dc.creator.fl_str_mv Evans, Kerri
dc.contributor.author.spa.fl_str_mv Evans, Kerri
dc.subject.spa.fl_str_mv Estudiante
Inmigrante
Bullying
Nivel de apoyo de los compañeros
topic Estudiante
Inmigrante
Bullying
Nivel de apoyo de los compañeros
Student
Immigrant
Bullying
Peer support
dc.subject.eng.fl_str_mv Student
Immigrant
Bullying
Peer support
description Introducción: En promedio, uno de cada cuatro estudiantes en las escuelas de los Estados Unidos son parte de familias inmigrantes, y la escuela es el lugar principal donde se relacionan con sus compañeros nacidos en los Estados Unidos. Su capacidad para prosperar en el aula puede verse afectada, tanto por el acoso como por el apoyo de sus compañeros y maestros. Objetivo: Este documento buscó comprender las relaciones entre los programas de prevención de bullying y el personal de salud mental de escuelas en el apoyo de compañeros en el aula, señalando las diferencias entre los estudiantes inmigrantes y los nacidos en los Estados Unidos. Metodología: Los datos provienen de 7 881 estudiantes de quinto a décimo grado de la encuesta transversal The Health Behavior in School Children (HBSC). Stata se utilizó para ejecutar estadísticas descriptivas, pruebas t y un Modelo Lineal Jerárquico (HLM) para examinar la medida en qué los diferentes apoyos, victimizaciones y demografía influyen en el nivel de apoyo de los compañeros que los estudiantes sienten en el aula. Resultados y discusión: Los resultados indican que no hay diferencia en los niveles de apoyo de los compañeros, entre los estudiantes inmigrantes y los nacidos en los Estados Unidos. Sin embargo, la influencia de la victimización interpersonal por bullying tuvo una relación negativa con el apoyo entre compañeros, tanto para estudiantes nacidos en Estados Unidos como para inmigrantes, a través de múltiples modelos. Conclusiones: Las implicaciones sugieren más investigación sobre el tema y también más defensa de los programas de prevención del bullying que son dirigidos por pares e intencionalmente dan cuenta de los estudiantes inmigrantes.
publishDate 2023
dc.date.accessioned.none.fl_str_mv 2023-04-28 00:00:00
2024-04-09T19:56:06Z
dc.date.available.none.fl_str_mv 2023-04-28 00:00:00
2024-04-09T19:56:06Z
dc.date.issued.none.fl_str_mv 2023-04-28
dc.type.spa.fl_str_mv Artículo de revista
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dc.language.iso.eng.fl_str_mv eng
language eng
dc.relation.ispartofjournal.spa.fl_str_mv Cultura Educación Sociedad
dc.relation.references.eng.fl_str_mv AECF. (2021, october 21). Who are children in immigrant families? AECF. https://www.aecf.org/blog/who-are-the-children-in-immigrant-families
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Attia, M., Staton, A., Evans, A. & Tang, S. (2023). Supporting Immigrant Students in Schools: A Qualitative Investigation. Journal of Child & Adolescent Counseling, 9(1), 34–49. https://doi.org/10.1080/23727810.2023.2168361
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Chiu, M., Pong, S-l., Mori, I. & Chow, B. (2012). Immigrant students’ emotional and cognitive engagement at school: A multilevel analysis of students in 41 countries. Journal of Youth and Adolescence, 41(11), 1409–1425. https://doi.org/10.1007/s10964-012-9763-x
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Harel-Fisch, Y., Walsh, S., Fogel-Grinvald, H., Amitai, G., Pickett, W., Molcho, M., Due, P., de Matos, M. & Craig, W. (2011). Negative school perceptions and involvement in school bullying: A universal relationship across 40 countries. Journal of Adolescence, 34(4), 639–652. https://doi.org/10.1016/j.adolescence.2010.09.008
Hondagneu-Sotelo, P. (2017). Place, nature and masculinity in immigrant integration: Latino immigrant men in inner-city parks and community gardens. NORMA International Journal for Masculinity Studies, 12(2), 112–126. https://doi.org/10.1080/18902138.2017.1341450
Hox, J., Moerbeek, M. & Van de Schoot, R. (2017). Multilevel Analysis: Techniques and Applications (3 ed.). Routledge. https://doi.org/10.4324/9781315650982
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Inchley, J., Currie, D., Budisavljevic, S., Torsheim, T., Jåstad, A., Cosma, A., Kelly, C., Arnarsson, Á., Barnekow, V. y Weber, M. M. (2018). HSBC International Coordinating Centre Child & Adolescent Health Research Unit. HSBC. https://hbsc.org/publications/reports/spotlight-on-adolescent-health-and-well-being/
John, A., Lee, S., Puchades, A., Del Pozo-Baños, M., Morgan, K., Page, N., Moore, G. & Murphy, S. (2023). Self-harm, in-person bullying and cyberbullying in secondary school-aged children: A data linkage study in Wales. Journal of Adolescence, 95(1), 97–114. https://doi.org/10.1002/jad.12102
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spelling Evans, Kerri2023-04-28 00:00:002024-04-09T19:56:06Z2023-04-28 00:00:002024-04-09T19:56:06Z2023-04-282145-9258https://hdl.handle.net/11323/11409https://doi.org/10.17981/cultedusoc.14.2.2023.0710.17981/cultedusoc.14.2.2023.072389-7724Introducción: En promedio, uno de cada cuatro estudiantes en las escuelas de los Estados Unidos son parte de familias inmigrantes, y la escuela es el lugar principal donde se relacionan con sus compañeros nacidos en los Estados Unidos. Su capacidad para prosperar en el aula puede verse afectada, tanto por el acoso como por el apoyo de sus compañeros y maestros. Objetivo: Este documento buscó comprender las relaciones entre los programas de prevención de bullying y el personal de salud mental de escuelas en el apoyo de compañeros en el aula, señalando las diferencias entre los estudiantes inmigrantes y los nacidos en los Estados Unidos. Metodología: Los datos provienen de 7 881 estudiantes de quinto a décimo grado de la encuesta transversal The Health Behavior in School Children (HBSC). Stata se utilizó para ejecutar estadísticas descriptivas, pruebas t y un Modelo Lineal Jerárquico (HLM) para examinar la medida en qué los diferentes apoyos, victimizaciones y demografía influyen en el nivel de apoyo de los compañeros que los estudiantes sienten en el aula. Resultados y discusión: Los resultados indican que no hay diferencia en los niveles de apoyo de los compañeros, entre los estudiantes inmigrantes y los nacidos en los Estados Unidos. Sin embargo, la influencia de la victimización interpersonal por bullying tuvo una relación negativa con el apoyo entre compañeros, tanto para estudiantes nacidos en Estados Unidos como para inmigrantes, a través de múltiples modelos. Conclusiones: Las implicaciones sugieren más investigación sobre el tema y también más defensa de los programas de prevención del bullying que son dirigidos por pares e intencionalmente dan cuenta de los estudiantes inmigrantes.Introduction: On average, one in four students in US schools are part of immigrant families, and school is the main place they engage with US-born peers. Their ability to thrive in the classroom can be impacted by both bullying and support of peers and teachers. Objective: This paper sought to understand the relationships between bullying victimization, bullying prevention programs, and school mental health staff on classroom peer support, noting differences among immigrant and US-born students. Methodology: Data are from 7 881 fifth to tenth graders from The Health Behavior in School Children (HBSC) cross-sectional survey. Stata was used to run descriptive statistics, t-tests, and a Hierarchical Linear Model (HLM) to examine the extent to which different supports, victimizations, and demographics influence the level of peer support that students sense in the classroom. Results and discussion: Results indicate no difference in levels of peer support between immigrant and US-born students. However, the influence of interpersonal bullying victimization had a negative relationship with peer support for both US-born and immigrant students across multiple models. Similarly, bullying prevention programs were a significant predictor of increased peer support across multiple models. Conclusions: Implications suggest more research on the topic, and advocacy for bullying prevention programs that are peer led and intentionally account for immigrant students.application/pdftext/htmltext/xmlengUniversidad de la CostaCULTURA EDUCACIÓN Y SOCIEDAD - 2023https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.http://purl.org/coar/access_right/c_abf2https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/view/4807EstudianteInmigranteBullyingNivel de apoyo de los compañerosStudentImmigrantBullyingPeer supportProgramas de Victimización por Bullying (Intimidación) y Prevención de Bullying Intimidación como Predictores del Apoyo entre Compañeros en el Aula para Estudiantes Inmigrantes y Nacidos en los Estados UnidosBullying Victimization and Bully Prevention Programs as Predictors of Classroom Peer Support for Immigrant and US-born StudentsArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Cultura Educación SociedadAECF. 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