Conflict Theory Perspective on Bullying in School Associated with Students’ Household
Due Date: April 15, 2013
Before delving into the research and statistical evidence trying to explain why students are more at-risk for bullying, the term bullying should be defined to avoid any confusion. Bullying is defined “as intentional, repeated aggression perpetrated by a more powerful person or group on a less powerful victim.” (Shetgiri, Rashmi and Lin, Hua and Avila, Rosa and Glenn Flores, 2012, 2280) Bullying is not limited to just physical abuse; bullying can be aggressive behavior over the internet or text messages (cyber bullying), emotional or social abuse like embarrassment or name-calling, intimidation (without physical harm), and spreading rumors or stories about someone (indirect bullying). Bullying is a problem that affects schools all over the world, although this paper focuses on research and studies done solely in the United States of America. According to Delia Carroll Campfield, who has a Ph.D. in clinical psychology, “American schools harbor approximately 2.1 million bullies and 2.7 million of their victims, 1 in 7 Students in Grades K-12 are either a bully or a victim of bullying, 56% of students have
personally witnessed some type of bullying at school, 15% of all school absenteeism is directly related to fears of being bullied at school, and 71% of students report incidents of bullying as a problem at their school.” (Campfield, 2008, 50) Adolescents who have parents that exhibit negative parental characteristics are more likely to engage in face-to-face harmful bullying, cyber bullying, intimidation bullying without harm, and indirect bullying than adolescents who do not have parents that exhibit negative parental characteristics.
In sociology, bullying can be explained by several perspectives. There were three main contributors to the development of...