TEACHERS’ EXPERIENCES WITH STUDENT BULLYING IN FIVE …

[Pages:265]TEACHERS` EXPERIENCES WITH STUDENT BULLYING IN FIVE RURAL MIDDLE SCHOOLS

A dissertation presented to the faculty of the Graduate School of Western Carolina University in partial fulfillment of the requirements for the degree of Doctor of Education.

By

Christiaan Jackson Ramsey

Director: Dr. Mary Jean Ronan Herzog Professor

Department of Educational Leadership and Foundations

Committee Members: Dr. Meagan Karvonen, Educational Leadership and Foundations

Dr. Phyllis K. Robertson, Counseling

March 2010

? 2010 by Christiaan Jackson Ramsey

ACKNOWLEDGEMENTS

I want to thank all of the wonderful people with whom I have had the opportunity to work during this dissertation process. The faculty of the Education Leadership and Foundations Department at Western Carolina University has provided me with worthwhile experiences that have given me a better understanding of the world of education and administration. Dr. Mary Jean Ronan Herzog, Dr. Meagan Karvonen, and Dr. Phyllis Robertson have given me guidance through the process while providing the tools necessary to succeed. Dr. Gayle Moller`s and Dr. Casey Hurley`s insights into education continue to influence the way I approach my career in education. I also wish to give a special thanks to Dr. Dixie McGinty who was an original member of my committee and who passed away in March of 2009. Dr. McGinty was not only a brilliant educator but also a wonderful friend. In addition, I would like to thank Dr. Jim Brown, Associate Professor of Education at Mars Hill College; and Dr. Barbara Cary, Professor of Education at Mars Hill College. Their participation as independent readers was crucial to the success of the study.

I`d like to thank all of the administrators and teachers who took time out of their busy schedules to assist me with this study. Without you, this project would not have been possible. I also wish to thank the school administrators with whom I have worked for many years and who encouraged me to continue my education.

DEDICATION

This dissertation study is dedicated to my wonderful wife, Cheryl, whose support for me has never wavered. Even in the most difficult times, she stood beside me and encouraged me to continue to pursue my goals, both in education and in life. Our life together has been nothing short of spectacular since the day she first blessed me with her love. Amber, my daughter, is a true gift from above. Her commitment to the arts and lifelong learning, her spirit and her personality continue to make me proud. I also wish to dedicate this study to my mother and my father, who have continued to believe in me; and to my grandparents, who always knew I would succeed. To these wonderful people, I will be forever grateful.

TABLE OF CONTENTS

Page

Acknowledgements ...............................................................................2 Dedication .................................................................................... 3 Abstract ........................................................................................ 7 Chapter One: Introduction to the Study ................................................. 10

Statement of the Problem........................................................... 10 Research Questions ................................................................ 14 Significance of the Study .......................................................... 14 Definition of Terms .................................................................15 Limitations, Delimitations, and Assumptions .................................. 16 Dissertation Overview ............................................................. 18 Chapter Two: Review of Related Literature............................................... 20 Determining the Problem............................................................ 20 Bullying............................................................................... 22

Middle School Bullying................................................... 23 Cyberbullying............................................................... 25 Bullies................................................................................. 27 Victims of Bullying........................................................................... 29 Long-Term Effects on Victims............................................ 34 Bullying in Rural Schools........................................................... 35 School Culture........................................................................ 39 School Policies....................................................................... 40 Teacher Role in Recognizing Bullying......................................... 43 Professional Development.......................................................... 45 Lack of Qualitative Research...................................................... 48 Chapter Three: Design and Methodology ................................................51 Setting ................................................................................ 52 Participants ........................................................................... 53 Confidentiality ............................................................................. 55 Data Collection ...................................................................... 55 Data Analysis ........................................................................ 56 Trustworthiness ......................................................................58 Credibility ............................................................................ 59 Transferability ....................................................................... 60 Dependability ........................................................................ 60 Confirmability ....................................................................... 61 Chapter Four: Research Findings Part I, Teachers` Stories............................. 62 Case Analysis ........................................................................62 Adam`s Story ............................................................... 63 Barbara`s Story ............................................................ 66 Charles` Story ...............................................................70 David`s Story ............................................................... 73

Elaine`s Story ...............................................................76 Frances` Story ................................................................ 80 Grace`s Story ............................................................... 83 Helen`s Story ............................................................... 86 Ingrid`s Story ............................................................... 90 Jessica`s Story .............................................................. 93 Kenneth`s Story ............................................................ 97 Linda`s Story ............................................................... 100 Marie`s Story ............................................................... 103 Conclusion............................................................................ 106 Chapter Five: Research Findings and Analysis Part II. ................................. 108 Cross Case Analysis................................................................. 108 Teachers` Experiences with Student Bullying .......................... 109 Dimensions of Bullying ................................................... 109 Rural Life and Values....................................................... 115 Victims Who Bring it on Themselves ................................. 121 Discrimination and Harassment .......................................... 124

Racial Bullying ................................................... 124 Bullying Related to Gender .................................... 128 Students with Disabilities......................................... 132 Adolescent Behavior and Development .................................133 Popularity ........................................................... 133 Puberty ..................................................... ...... 134 Friends ..................................................... ...... 137 Social Groups ................................................... 138 Pack Leaders ..................................................... 141 The Secrecy of Bullying .................................................. 143 Places in which Bullying Occurs ............................... 143 Cyberbullying ................................................... 145 Alienation .......................................................... 149 Victim Behavior................................................. 150 Teachers` Personal Reflections.......................................... 153 Interventions ............................................................................. 157 Teacher Interventions, Beliefs, and Actions ........................... 157 Taking Bullying Seriously ....................................... 157 Recognizing Bullying ............................................ 162 Administrative Support and School Policies .................. 168 Trusting Relationship...................................................... 174 Consultation with Counseling Services ................................. 181 Small-Group and Classroom Interventions ............................. 185 Character Education ....................................................... 188 Involving Others ........................................................... 190 Parental Involvement ............................................. 190 Team Teaching .................................................... 195 Unsure How to Handle the Situation .................................... 199 Professional Development and Participation in the Development of Policy. 200

Professional Development Teachers have Experienced ............... 201 Absence of Professional Development ................................. 202 Teacher Involvement in the Development of Policy ........................... 204 Chapter Six: Conclusions, Discussion, and Suggestions for Future Research ..... 206 Research Procedures................................................................. 206 Research Findings.................................................................... 207 Teachers` Experiences with Student Bullying .......................... 207 Interventions................................................................. 224 Professional Development ................................................ 230 Teacher Involvement in the Development of Policy .................. 232 Implications ..........................................................................................233 Teachers` Experiences ..................................................... 233 Interventions ................................................................ 237 Professional Development and Policy Development ..................239 Suggestions for Further Research.................................................. 241 Conclusion ........................................................................... 243 References .................................................................................... 245 List of Appendices ............................................................................. 260 Appendices.................................................................................... 261 Appendix A: Letter to Superintendent or School Principal..................... 261 Appendix B: Introductory Letter.................................................. 262 Appendix C: Informed Consent Form............................................ 263 Appendix D: Interview Guide..................................................... 264

7 ABSTRACT

TEACHERS` EXPERIENCES WITH STUDENT BULLYING IN FIVE RURAL MIDDLE SCHOOLS

Christiaan Jackson Ramsey Western Carolina University (March 2010) Director: Dr. Mary Jean Ronan Herzog

Bullying is a common form of school violence, which is a major issue of concern for students, parents, teachers, and administrators across the country. Episodes of school violence beginning in the 1990s have created a national focus on school safety and the problems associated with bullying. Schools across the country are attempting to deal with the problem of student bullying by writing anti-bullying policies, instituting bullyprevention programs, and developing character-education programs. Because teachers spend the most time with and around students, they are often the most familiar with the issues their students face. They have the opportunity to observe bullying as it takes place in schools.

The purpose of this study was to investigate teacher experiences with student bullying. Data were collected from interviews with 13 different teachers in 5 rural middle schools. Information from the interviews was divided into three domains: Teachers` Experiences with Student Bullying; Interventions; and Professional Development and Participation in the Development of Policy. Interviews revealed a diverse set of teacher

8 experiences with student bullying as told through each teacher`s story. Several common categories emerged from the data including: (a) dimensions of bullying, (b) discrimination and harassment, (c) adolescent behavior and development, (d) the secrecy of bullying, and (e) teachers` perceptions.

The second domain included interventions which teachers considered to be effective or ineffective. The following types of interventions emerged from the teacher interviews: (a) observation of student behavior, (b) trusting relationship, (c) counseling students, (e) involving others, (f) and unsure how to handle the situation. The last section listed the types of professional development teachers had been exposed to, and whether or not teachers had participated in the development of anti-bullying policy.

Information gathered from the interviews revealed that teachers thought bullying was a serious issue for schools and it was important for them to be able to know and recognize bullying when it happens. Teachers also said that bullying can happen in many forms including physical, verbal, emotional, and psychological. They said socialization and the developmental changes middle school students go through tend to compound bullying. Teachers were divided as to the impact of the rural environment on student bullying but agreed that their schools probably experience less bullying than schools serving more urban or suburban populations.

The most frequent intervention teachers discussed was the development of a trusting relationship between teachers and students. Teachers also listed team teaching and character-education programs as effective interventions for dealing with student bullying.

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