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Gender Identity, Gender-Typed Personality Traits and School Bullying: Victims, Bullies and Bully-Victims

Author

Listed:
  • Raúl Navarro

    (University of Castilla-La Mancha)

  • Elisa Larrañaga

    (University of Castilla-La Mancha)

  • Santiago Yubero

    (University of Castilla-La Mancha)

Abstract

Previous research has indicated that gender identity is related to children’s adjustment and well-being. In the current study, involvement in school bullying was our indicator of well-being, and we tested how gender identity and gender typing measures are related to victims, bullies and bully-victims. The relations between these variables were examined with a sample of Spanish 10–12 year-old schoolchildren (n = 445). Multinomial regression analyses examined the associations among these three roles in bullying with four measures of gender identity (gender typicality, gender contentment, felt pressure, and intergroup bias) and two measures of gender typing (masculine and feminine personality traits). The results revealed that victimization is associated with low gender typicality and also with feminine traits, while perpetration is related with felt pressure to gender conformity and masculine traits. Bully-victim involvement is associated with lack of gender contentedness and masculine traits. These findings suggest that perceiving self as being a typical member of the same sex group is a protective factor for victimization, whereas felt pressure to conform to the cultural stereotypes about gender, self-attribution of masculine traits and lack of satisfaction with one’s gender are risk factors for perpetration. Implications for practice are discussed.

Suggested Citation

  • Raúl Navarro & Elisa Larrañaga & Santiago Yubero, 2016. "Gender Identity, Gender-Typed Personality Traits and School Bullying: Victims, Bullies and Bully-Victims," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 9(1), pages 1-20, March.
    • Handle: RePEc:spr:chinre:v:9:y:2016:i:1:d:10.1007_s12187-015-9300-z
    DOI: 10.1007/s12187-015-9300-z
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    References listed on IDEAS

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    1. Rajagopal, 2014. "The Human Factors," Palgrave Macmillan Books, in: Architecting Enterprise, chapter 9, pages 225-249, Palgrave Macmillan.
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    Cited by:

    1. María Dolores Martínez-Marín & Carmen Martínez, 2019. "Negative and Positive Attributes of Gender Stereotypes and Gender Self-Attributions: A Study with Spanish Adolescents," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 12(3), pages 1043-1063, June.
    2. Laora Mastari & Bram Spruyt & Jessy Siongers, 2021. "Preadolescents’ Stereotypical Occupational Preferences: a Matter of Competence or Culture?," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(3), pages 1199-1225, June.
    3. Ziqiang Han & Guirong Zhang & Haibo Zhang, 2017. "School Bullying in Urban China: Prevalence and Correlation with School Climate," IJERPH, MDPI, vol. 14(10), pages 1-13, September.
    4. Santiago Yubero & Elisa Larrañaga & Beatriz Villora & Raúl Navarro, 2017. "Negative Peer Relationships on Piracy Behavior: A Cross-Sectional Study of the Associations between Cyberbullying Involvement and Digital Piracy," IJERPH, MDPI, vol. 14(10), pages 1-12, October.
    5. Paweł Grygiel & Sławomir Rębisz & Anna Gaweł & Barbara Ostafińska-Molik & Małgorzata Michel & Julia Łosiak-Pilch & Roman Dolata, 2022. "The Inclusion of Other-Sex Peers in Peer Networks and Sense of Peer Integration in Early Adolescence: A Two-Wave Longitudinal Study," IJERPH, MDPI, vol. 19(22), pages 1-24, November.

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