Types of Bias-Based Bullying and School Climate Perceptions, Attendance, and Grades

Authors

Erin Bonham, Chapman UniversityFollow
Meghan Cosier, Chapman UniversityFollow
Desiree Crevecoeur-MacPhail, Chapman UniversityFollow

Document Type

Poster

Publication Date

Spring 5-7-2021

Faculty Advisor(s)

Meghan Cosier and Desiree A. Crevecoeur-MacPhail

Abstract

Bias-based bullying relating to disability, sexual orientation, and gender identity has extremely detrimental effects on the victim’s school climate perceptions, attendance records, and academic achievement. This study used a cross-sectional research design to compare the self-reported school climate perceptions, attendance habits, and grades of student victims of disability-based bias-related bullying and sexual orientation- and gender identity-based bias-related bullying using secondary data from the California Healthy Kids Survey. Participants (N = 713,107) filled out the California Healthy Kids Survey self-report surveys in the years 2017, 2018, and 2019. Regression analyses and a two-sample t-test were used to analyze and compare the relationships between gender identity- and sexual orientation-based bullying versus disability-based bullying and self-reported student grades, attendance rates, reasons for absences, and school climate perceptions. When compared to students who experience gender-identity- or sexual orientation-based bullying, students who experienced disability-based bullying had significantly more negative perceptions of their schools’ climates. Victims of disability-based bullying also reported more absences, more truancies, and lower grades than victims of gender-identity- and sexual orientation-based bullying. When compared to students who reported experiencing disability-based bullying, students who reported experiencing sexual orientation- and gender-identity-based bullying more frequently reported missing school due to mental or physical illness, bullying or mistreatment in school, feeling unsafe traveling to and from school, and feeling negative emotions such as sadness, hopelessness, anxiety, stress, or anger. The findings were used to determine where certain interventions for victims of sexual orientation- and gender identity-based versus disability-based bias-related bullying are needed.

Comments

Presented at the virtual Spring 2021 Student Scholar Symposium at Chapman University.

Recommended Citation

Bonham, Erin; Cosier, Meghan; and Crevecoeur-MacPhail, Desiree, "Types of Bias-Based Bullying and School Climate Perceptions, Attendance, and Grades" (2021). Student Scholar Symposium Abstracts and Posters. 448.
https://digitalcommons.chapman.edu/cusrd_abstracts/448