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“Judging by the cover”: A grounded theory study of bullying towards same-country and immigrant peers

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  • Mazzone, Angela
  • Thornberg, Robert
  • Stefanelli, Sara
  • Cadei, Livia
  • Caravita, Simona C.S.

Abstract

This study investigated students' perspectives about bullying towards same-country and immigrant peers. Thirty-five Italian and immigrant students (age range: 11–15) took part to the study. Participants were probed with two bullying scenarios, depicting respectively a new classmate from another Italian city and from a foreign country. A Grounded Theory approach was adopted to examine participants' perspectives about the motives for bullying. Findings showed that a process of socializing deviance is at the core of both forms of bullying. This social process refers to a series of shared beliefs within the peer group about the victim's deviant features. Three sub-categories related to both forms of bullying emerged from the core concept: (a) Rejecting the newcomer deviance, (b) Rejecting physical deviance, (c) and Rejecting personality deviance. These sub-categories were related to the sub-categories of bullying towards immigrant peers: (d) Rejecting cultural deviance, (e) and Learned racism. Findings are discussed in terms of their theoretical and practical relevance.

Suggested Citation

  • Mazzone, Angela & Thornberg, Robert & Stefanelli, Sara & Cadei, Livia & Caravita, Simona C.S., 2018. "“Judging by the cover”: A grounded theory study of bullying towards same-country and immigrant peers," Children and Youth Services Review, Elsevier, vol. 91(C), pages 403-412.
    • Handle: RePEc:eee:cysrev:v:91:y:2018:i:c:p:403-412
    DOI: 10.1016/j.childyouth.2018.06.029
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    References listed on IDEAS

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    1. Maykel Verkuyten & Jochem Thijs, 2002. "School Satisfaction of Elementary School Children: The Role of Performance, Peer Relations, Ethnicity and Gender," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 59(2), pages 203-228, August.
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