The evaluation of perpetrators and victims of peer victimization: An extended crossed‐categorization approach

This research uses a crossed‐categorization design for examining the perception of peer victimization. Using vignettes and an experimental design, perpetrator and victim evaluations of Dutch and Turkish‐Dutch early adolescents were examined in terms of ethnic and gender similarities between (1) respondent and perpetrator, (2) respondent and victim, and (3) perpetrator and victim. When the perpetrator was a double‐ingroup member of the respondent (same ethnicity and same gender), perpetrators were evaluated less negatively and victims less positively than when the perpetrator was a single (gender or ethnicity) or double‐outgroup member. Further, when the victim was a double‐ingroup member of the respondent, perpetrators were evaluated more negatively and victims more positively. No perpetrator–victim crossed‐categorization effects were found for perpetrator and victim evaluations. Perceived norms of intervention in the classroom had the expected main effects but did not moderate the crossed‐categorization effects. The usefulness of a crossed‐categorization approach for examining the perception of negative peer behavior is discussed. Copyright © 2010 John Wiley & Sons, Ltd.     

Peer victimization and self‐esteem of ethnic minority group children

An experimental study was carried out among Turkish children (10 to 12 years) living in the Netherlands for examining the relationship between peer victimization and self‐esteem. Related to the social psychological distinction between personal and social identity, a distinction was made between personal and ethnic self‐esteem and between personal and ethnic victimization. It was found that personal self‐esteem negatively predicted personal victimization but not ethnic victimization, and ethnic self‐esteem tended to predict ethnic victimization but not personal victimization. Furthermore, peer victimization had a negative causal effect on momentary self‐feelings independent of the level of self‐esteem. In addition, peer victimization based on ethnic group membership had a somewhat stronger negative effect on self‐feelings than victimization based on personal characteristics. Copyright © 2001 John Wiley & Sons, Ltd.     

The relationship between bullying and self‐worth in children with movement coordination problems

Background. Past research has indicated that there is a negative relationship between victimization and self‐worth. Furthermore, children with movement problems such as developmental coordination disorder (DCD) are considered at risk of both victimization and low self‐worth. Aims. This study investigated the relationship between peer‐victimization and self‐worth in a group of children with DCD and control children. Sample. Forty‐three children aged 7–11 years were identified as at risk of DCD, and were matched on age and gender with 43 control children. Method. Children were individually assessed using the Multi‐dimensional peer victimization scale (MPVS; Mynard & Joseph, 2000 ) to assess the degree and type of bullying, and the self perception profile for children (SPPC; Harter, 1985 ) to determine self‐worth. Results. The two groups did not differ significantly on mean reported self‐worth or mean peer‐victimization. The relationship between these two measures, however, differed across group and gender. Peer victimization and self‐worth were negatively correlated only for the children at risk of DCD. Furthermore, peer victimization accounted for a greater and statistically significant proportion of the variance in the self‐worth of girls at risk of DCD compared with boys. This effect of peer‐victimization on self‐worth in girls with DCD was uniquely attributed to the effects of verbal victimization. Conclusions. Although children with and without motor coordination problems reported equivalent amounts of victimization, there were differences in the impact of that bullying. Specifically, self‐worth was negatively affected by bullying for the girls with DCD. Teachers and parents should not only focus on the amount of bullying a child receives, but should also be aware of how bullying impacts differently on self‐worth across groups.     

Intergroup structure and identity management among ethnic minority and majority groups: the interactive effects of perceived stability,legitimacy, and permeability

This paper is an examination, in a natural setting, of the interactive effects of perceived stability, legitimacy, and group permeability on group identification, stereotypes, and group feelings among Turkish‐Dutch and ethnically Dutch participants. The findings strongly support predictions derived from the social identity perspective. For the Turkish‐Dutch, a legitimate interethnic structure meant rather unstable relations and permeable group boundaries. For the Dutch, the same structure implied stability and impermeability. For the Turkish‐Dutch, a response pattern of individual mobility was found: if they viewed ethnic intergroup relations as legitimate and stable, permeability was negatively related to Turkish identification as well as to less stereotyping on the dimension defining Turkish identity. It was also related positively to Dutch identification and in‐group bias in relation to other ethnic minority groups. For the Dutch participants, higher perceived legitimacy was associated with stronger in‐group identification and more positive in‐group evaluation. Additionally, in a legitimate context, stability was, for them, related to a lower stereotyping of the Turkish out‐group on status‐relevant dimensions and more negative feelings towards ethnic out‐groups in general. Copyright © 2006 John Wiley & Sons, Ltd.     

Explanations and Evaluations by Turks and Dutchmen of Norm Violating Ingroup and Outgroup Behaviour

Group-serving biases in the explanation and evaluation of norm violating ingroup and outgroup behaviour are investigated. The intergroup relationship concerns autochthonous Dutchmen and allochthonous Turks living in The Netherlands. It was hypothesized that Dutch observers exhibit group-serving biases. No hypothesis was formulated for the Turks. A 2×2 design was employed with actor's group membership (ingroup or outgroup), and observer's group membership (Dutch or Turkish) as factors. 50 Dutch and 50 Turkish pupils responded to a hypothetical norm violating situation. The Dutch displayed a group-serving bias on some variables, but ingroup derogation on others. The Turks engaged in a consistent group-serving bias. These outcomes are discussed in terms of the groups need to strive for a positive social identity vis-a)-vis one another and the role explaining away negative ingroup behaviour in fulfilling this need.     

Group identity and peer relations: A longitudinal study of group identity,perceived peer acceptance,and friendships amongst ethnic minority English children

This research examined whether peer relationships amongst ethnic minority status children reflect the social groups to which children belong and the degree to which they identify with these groups. A longitudinal study was conducted to investigate the influence of group identities (i.e., ethnic and national) on children's perceived peer acceptance and preference for same‐ethnic friendships. Measures of ethnic and English identification, perceived peer acceptance, and friendship choice were administered to 207 south‐Asian English children, aged between 5 and 11, at two time points 6 months apart. In line with predictions, longitudinal analysis showed that bicultural identification (i.e., higher ethnic and English identity) was related to higher perceived peer acceptance and less preference for same‐ethnic friendships. Importantly, as hypothesized, this finding was limited to the older children with more advanced social‐cognitive abilities. The results suggest that older children who adopted a bicultural identity were able to strategically ‘flag’ their multiple group identities, within their multicultural peer groups, to obtain acceptance amongst the maximum number of peers and show less preference for same‐ethnic friendships. This study extends previous peer relations research, which has typically focused on individual social deficits or classroom norms, by showing that group identities influence peer relationships amongst ethnic minority status children.     

Young children's responses to media representations of intergroup threat and ethnicity

Two studies are reported in which ethnic majority children's reactions to media representations of ethnic minorities are examined. In Study 1, 20 white Scottish 6‐year‐olds viewed short television stories in which white or ethnic minority children were depicted as hostile to the participants’ in‐group (threat present) or not (threat absent). A strong effect of threat on liking was obtained but no effect of ethnicity of target and no interaction. In Study 2, 4‐ and 6‐year‐old white Scottish children viewed PowerPoint displays in which Scottish people were shown only as white (traditional version) or as ethnically diverse (multicultural version). Intergroup threat was manipulated. Again, a strong effect of threat was obtained. However, when threat was absent, participants exposed to the traditional condition liked the white out‐group more than the multi‐ethnic out‐group, while participants exposed to the multicultural condition liked the multi‐ethnic out‐group more than the white out‐group. The results are interpreted as consistent with the predictions of Social Identity Development Theory.     

Greek Cypriot attitudes toward Turkish Cypriots and Turkish immigrants

The authors examined the attitudes of 106 Greek Cypriots toward Turkish Cypriots and Turkish immigrants on Cyprus. The authors examined Greek Cypriot attitudes, willingness to cohabit with Turkish Cypriots and Turkish immigrants, and the reasons behind their attitudes in terms of their social-identity perceptions, victimization experiences, and human-rights concerns. A series of repeated measures analyses of variance showed that Greek Cypriots were more willing to cohabit with and had less negative attitudes toward Turkish Cypriots than they were with and toward Turkish immigrants. Women felt more victimized by Turkish Cypriots and Turkish immigrants than did men. Perceived differences in social identity predicted unwillingness to cohabit with Turkish Cypriots. Feelings of victimization predicted negative attitudes toward Turkish Cypriots. Differences in social identity and victimization experiences predicted unwillingness to cohabit with Turkish immigrants. Differences in social identity predicted negative attitudes toward Turkish immigrants. The authors discussed the findings in terms of support for realistic group conflict theories of attitudes and their implications for the coexistence of these ethnic groups in Cyprus and of other ethnic groups in multicultural societies.     

Linguistic intergroup bias in Japan

This study examined linguistic intergroup bias in Japan. Linguistic intergroup bias is the tendency to describe positive in‐group and negative out‐group behaviors more abstractly than negative in‐group and positive out‐group behaviors. Participants were 26 Japanese high school students. Fans of the participants' favorite professional baseball team were employed as in‐groups and those of their least‐favorite professional baseball team as out‐groups. The students described the negative behaviors of out‐groups more abstractly than the negative behaviors of in‐groups, but there was no intergroup bias with regard to positive behaviors. It is suggested that linguistic intergroup bias contributes to the formation and maintenance of negative out‐group stereotypes in Japan.     

The threat of those who “understand”: ways in which out‐groups induce guilt

Two types of out‐groups are hypothesized to make people feel guilty about their in‐group's misdeeds. Given its expertise and legitimacy, a disapproving victimized out‐group should raise guilt. However, when a morally tainted perpetrator out‐group is the evaluator, a need to differentiate the self from this out‐group should characterize the guilt responses. This out‐group's disapproval should therefore diminish guilt, whereas some understanding toward the in‐group's position may paradoxically increase guilt. Moreover, these patterns are likely to be accentuated as in‐group identification increases. Predictions were supported among Dutch participants (N = 145) who read how either the current Jewish Dutch (victimized out‐group) or Germans (perpetrator out‐group) evaluated the Dutch collaboration with the Nazis. Results indicated that compassion for the victimized partially mediated the guilt responses. Implications for how perpetrator groups are persuaded to acknowledge their misdeeds are discussed. Copyright © 2008 John Wiley & Sons, Ltd.     

Who escapes or remains a victim of bullying in primary school?

The stability of both direct and relational victimization and factors that contribute to remaining, escaping or becoming a victim of bullying were investigated. 663 children at baseline aged 6–9 (years 2–4) were interviewed about their bullying experiences and parents completed a behaviour and health measure. Children's perception of the degree of social hierarchical structuring and social prominence in their class was determined by peer nominations. 432 children participated in the follow‐up either 2 or 4 years after baseline aged 10–11 (year 6) and completed a bullying questionnaire. Relational victims and children from classes with a high hierarchical structure were more likely to have dropped out of the study compared to neutral children, and children from classes with a low hierarchical structure. Relative risk analyses indicated a twofold increased risk of remaining a direct victim at follow‐up, compared to a child not involved at baseline becoming a victim over the follow‐up period. In contrast, relational victimization increased but was not found to be stable. Logistic regression analyses revealed that being a girl, and receiving few positive peer nominations predicted remaining a direct victim. Becoming a relational victim at follow‐up was predicted by a strong class hierarchy. The implications for future study of early recognition of likely long term victims and early preventative bullying initiatives are discussed.     

Majority group children expect that ethnic out-group peers feel fewer positive but more negative emotions than in-group peers

Across two studies majority group children’s (8–13 years) perception of positive and negative emotions in ethnic in-group and disadvantaged ethnic out-group peers was examined. Study 1 (N?=?302) showed that children expected in-group peers to feel better in a positive situation compared to out-group peers. Whereas, in a negative situation, children expected in-group peers to feel less bad compared to out-group peers, particularly when they evaluated the in-group as very positive. Study 2 (N?=?201) replicates these findings across multiple positive and negative situations, and additionally shows that in very negative situations children expect in-group and out-group peers to feel equally bad. These results suggest that children’s perception of emotions in others is influenced by ethnic group membership.     

Observers' benefit finding for victims: Consequences for perceived moral obligations

In three studies we examined how observers making meaning of victimization by finding benefits for the victim leads to the perception that victims are morally obligated to help others and not do harm. In Experiment 1, participants perceived a victim as having greater moral obligations when the meaning of victimization was considered for the victim rather than the perpetrator. This effect on moral obligations was mediated by the extent to which participants believed victims should have found benefits. Experiments 2 and 3 examined the consequences when victims fail or fulfill their moral obligations. Greater social distance from a victim who did harm was sought when participants focused on the meaning of victimization for the victim as compared to the perpetrator. Less social distance from a victim who helped was sought when participants focused on the meaning of victimization for the victim as compared to the perpetrator or when they made no meaning. These studies show that how observers make meaning of victimization has implications for subsequent responses to victims. Copyright © 2010 John Wiley & Sons, Ltd.     

Communication of stereotypes in the classroom: biased language use of German and Turkish adolescents

Little is known about the linguistic transmission and maintenance of mutual stereotypes in interethnic contexts. This field study, therefore, investigated the linguistic expectancy bias (LEB) and the linguistic intergroup bias (LIB) among German and Turkish adolescents (13 to 20 years) in the school context. The LEB refers to the general phenomenon of describing stereotypes more abstractly. The LIB is the tendency to use language abstraction for in‐group protective reasons. Results revealed an unmoderated LEB, whereas the LIB only occurred when foreigners were in the numerical majority, the classroom composition was perceived as a learning disadvantage, or the interethnic conflict frequency was high. These findings provide first evidence for the use of both LEB and LIB in an interethnic classroom setting.     

Shame and guilt as behaviour regulators: Relationships with bullying,victimization and prosocial behaviour

This study aimed at investigating intentional and non‐intentional situations eliciting shame and guilt in relation to children's involvement in bullying, victimization and prosocial behaviour. We used the contextual model designed by Olthof, Schouten, Kuiper, Stegge, and Jennekens‐Schinkel (2000) according to which certain situations elicit more shame than guilt (‘shame‐only’, SO), whereas others elicit both guilt and shame (‘shame‐and‐guilt’, SAG). Besides these, four new scenarios were added (2 SO and 2 SAG) in which the protagonist was alternatively the perpetrator or the receiver of harm. Participants were 121 children aged 9–11, who filled in the self‐report Shame and Guilt Questionnaire, and a peer nomination survey to investigate the roles of bully, victim, prosocial and not involved. Results showed that in SAG situations, perpetrated‐harm situations elicited more guilt than neutral situations; while in SO situations, neutral situations elicited more shame than received‐harm situations. In SAG situations, prosocial children reported feeling more ashamed and guilty than bullies and not‐involved children, while in SO situations, victims scored higher on shame than not‐involved children. Results are discussed considering the contextual model employed and the relationship between emotions and behaviours.     

Reactions to bullying and peer victimization: Narratives,physiological arousal,and personality

A mediational model of bullying and victimization is proposed and tested. Ninety-nine 10- to 13-year-old children provided two oral narratives of their victimization experiences, as perpetrator and victim, with their physiological arousal being measured while they told the narratives. The children and one of their parents also completed a variety of questionnaires, including a Big 5 measure of personality and measures of bullying and victimization tendencies. Mediational analyses indicated that children who score low on Conscientiousness and high on Neuroticism are more likely to experience negative affect during peer conflict, such as feeling angrier, blaming the bully more, and forgiving less, and that these reactions are related to higher levels of victimization. For bullies, relations among Agreeableness, Conscientiousness, and bullying appear to be mediated by lesser feelings of guilt and gains in physiological arousal while telling a bullying narrative. Advantages of a mediational model of peer victimization processes and implications for interventions are discussed.     

Was It One of Us? How People Cope with Misconduct by Fellow Ingroup Members

How do group members cope with misconduct by members of their own group? Strong evidence for a positive bias in people's evaluations of their own group and its members suggests that an ingroup perpetrator is likely to be treated more leniently than an outgroup perpetrator. However, research has also demonstrated a “Black Sheep‐Effect”, such that ingroup members who deviate negatively from relevant ingroup norms are evaluated and punished even more harshly than outgroup deviants. Both reactions – positive ingroup bias and the Black Sheep Effect – may serve the same goal, namely maintaining positive regard for the ingroup. In this paper, we present several moderators that have been shown to affect responses to negative ingroup deviance. We propose a model that incorporates and organizes these moderators in order to predict whether negatively deviant ingroup members will receive especially lenient or rather harsh and negative evaluations from their fellow ingroup members.     

Perceived antecedents of marital satisfaction among Turkish,Turkish‐Dutch,and Dutch couples

We studied mainstream couples in The Netherlands and Turkey as well as Turkish‐Dutch immigrant couples to address cultural factors associated with marital satisfaction. A total of 13 Turkish (mainstream couples living in Turkey), 19 Turkish‐Dutch (Turkish immigrant couples living in The Netherlands), and 17 Dutch (mainstream couples living in The Netherlands) married dyads (total of 98 individuals) were independently interviewed about positive and negative characteristics of marriages, determinants of general marital satisfaction and dissatisfaction, spousal communication, marital conflict, and marital roles. Multivariate tests revealed ethnic group differences on all marriage‐related domains except the conflict resolution strategies. However, univariate analyses showed differences in few themes within domains; main differences were assessed between the Turkish/Turkish‐Dutch (who put more emphasis on children and economical aspects) and Dutch couples (who put more emphasis on behavior, and personality of the spouse, reciprocity, emotional sharing, and psychological roles). Turkish‐Dutch couples were more similar to Turkish than to Dutch couples. Results were discussed in light of the socioeconomic development and cultural value theories, which are believed to provide a useful framework for understanding the role of culture in marital satisfaction.     

The Victim–Perpetrator Overlap in Financial Cybercrime: Evidence and Reflection on the Overlap of Youth’s On-Line Victimization and Perpetration

This study investigates the victim–perpetrator overlap for financial cybercrimes: auction fraud, virtual theft, and identity fraud. Conducting a cross-sectional study among Dutch youth aged 10 to 18 (N = 6,299), the results show that the victim–perpetrator overlap for financial cybercrime is considerable. Perpetration is strongly motivated by retaliation. The findings from the multinomial regression model show that low self-control and high on-line disinhibition are positively and significantly associated with victimization and perpetration. The findings demonstrate that the overlap between financial cybercrime victimization and perpetration is partially explained by retaliation, low self-control and on-line disinhibition, suggesting that state-dependency and individual heterogeneity explanations should be supplemented by explanations funded in the dynamics of the on-line environment.