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Educational Disparities Among Marginalized Groups of Students: Do Bully Victimization and Unsafe Schools Impede Students' Educational Attainment?

Educational Disparities Among Marginalized Groups of Students: Do Bully Victimization and Unsafe Schools Impede Students' Educational Attainment?

Monica Bixby Radu
Copyright: © 2018 |Pages: 27
ISBN13: 9781522549604|ISBN10: 1522549609|EISBN13: 9781522549611
DOI: 10.4018/978-1-5225-4960-4.ch007
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MLA

Radu, Monica Bixby. "Educational Disparities Among Marginalized Groups of Students: Do Bully Victimization and Unsafe Schools Impede Students' Educational Attainment?." Equity, Equality, and Reform in Contemporary Public Education, edited by Marquis C. Grant, IGI Global, 2018, pp. 126-152. https://doi.org/10.4018/978-1-5225-4960-4.ch007

APA

Radu, M. B. (2018). Educational Disparities Among Marginalized Groups of Students: Do Bully Victimization and Unsafe Schools Impede Students' Educational Attainment?. In M. Grant (Ed.), Equity, Equality, and Reform in Contemporary Public Education (pp. 126-152). IGI Global. https://doi.org/10.4018/978-1-5225-4960-4.ch007

Chicago

Radu, Monica Bixby. "Educational Disparities Among Marginalized Groups of Students: Do Bully Victimization and Unsafe Schools Impede Students' Educational Attainment?." In Equity, Equality, and Reform in Contemporary Public Education, edited by Marquis C. Grant, 126-152. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-4960-4.ch007

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Abstract

Parents play a critical role in shaping their children's educational outcomes. Scholars identify parental resources, family background, and capital investments in children as factors that contribute to educational outcomes later in life. Schools also prove to be important contexts where children develop, suggesting that both families and schools are important for promoting youths' educational success. Ecological systems theory suggests the importance of considering how multiple contexts affect youths' social, cognitive, and behavioral development and maintains that socio-demographic factors, such as race and ethnicity, may affect interactions with immediate settings, such as families and schools. Therefore, drawing from this perspective, this researcher argues that perceiving one's school as unsafe and being the victim of bullying disrupts the educational process, particularly for students of color. Bullying encompasses a power dynamic between the bully and bully-victim, and the presence of bullying in schools may exacerbate unequal school environments.

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