Academic and Extracurricular Predictors of Peer Victimization: Evidence of Similarities Across Diverse Racial and Ethnic Categories

Scholars of aggression in educational settings have long been interested in studying sanctions against academic achievement. Though many studies focus on minority students’ experiences, research has not tested the relationship between academic success and peer victimization within individual groups of students that are representative of the United States’ racial and ethnic diversity. The same can be said of studies of extracurricular activities and peer victimization, despite the academic involvement and enrichment those activities entail. This study examines how academic success and extracurricular activities impact the risk of being victimized by peers through verbal, physical, and other bullying-related incidents. Further, this relationship is compared across four racial/ethnic categories (Asian, Black, Hispanic, White). The study analyzes data from the most recent racially diverse and nationally representative education data set (the 2002 Education Longitudinal Study) to do so. Multilevel regression analyses indicate that participation in academic extracurricular activities and academic effort put students at increased risks for victimization. White students’ victimization helps to account for these relationships. The findings not only provide evidence of stigma against academically enriching activities, but also provide additional evidence against the assumption that only marginalized minority groups are stigmatized for academic effort and involvement.