The Influences of Bias-Based Bullying and Teacher-Student Relationships on School Belonging
Presentation Type
Oral Presentation
Category
Social Sciences/Humanities
Abstract/Artist Statement
To best support school-aged children in their academic careers, it is important to understand factors that contribute to their overall wellbeing within the school setting. Research shows that school belonging may impact a student’s quality of life in several ways, including academic engagement, motivation, achievement, emotional regulation, and social rejection. A student’s sense of school belonging may be influenced by several variables including bias-based victimization (being bullied because of one or more social identities) and the quality of teacher-student relationships. This study investigates the relationships between bullying, teacher-student relationships, and school belonging to better understand how to best support school-aged children.
This study sampled participants using Amazon Mechanical Turk (MTurk), an online crowdsourcing platform that is used to disseminate surveys. The participants reflected upon their experiences with bias-based bullying (specifically, bullying on the basis of one’s race/ethnicity, gender identity/sexual orientation, and/or disability status), their quality of teacher-student relationships, and their sense of school belonging.
Despite ample research on bias-based victimization, teacher-student relationships, and school belonging, a gap in the literature exists in examining the influence that all three variables may have on each other. The first aim of this study is to determine the levels of bias-based victimization, perceived school belonging, and quality of student-teacher relationships. Another aim of this study is to investigate the relationship between bias-based harassment and school belonging. Finally, the current study seeks to explore whether the quality of teacher-student relationships moderates the impact of bias-based victimization on perceived school belonging.
Understanding the factors that influence a student’s perceived school belonging may help in creating intervention programs for school-aged children that help foster academic, social, and emotional success through the support of positive teacher relationships.
Mentor Name
Greg Machek
The Influences of Bias-Based Bullying and Teacher-Student Relationships on School Belonging
UC 327
To best support school-aged children in their academic careers, it is important to understand factors that contribute to their overall wellbeing within the school setting. Research shows that school belonging may impact a student’s quality of life in several ways, including academic engagement, motivation, achievement, emotional regulation, and social rejection. A student’s sense of school belonging may be influenced by several variables including bias-based victimization (being bullied because of one or more social identities) and the quality of teacher-student relationships. This study investigates the relationships between bullying, teacher-student relationships, and school belonging to better understand how to best support school-aged children.
This study sampled participants using Amazon Mechanical Turk (MTurk), an online crowdsourcing platform that is used to disseminate surveys. The participants reflected upon their experiences with bias-based bullying (specifically, bullying on the basis of one’s race/ethnicity, gender identity/sexual orientation, and/or disability status), their quality of teacher-student relationships, and their sense of school belonging.
Despite ample research on bias-based victimization, teacher-student relationships, and school belonging, a gap in the literature exists in examining the influence that all three variables may have on each other. The first aim of this study is to determine the levels of bias-based victimization, perceived school belonging, and quality of student-teacher relationships. Another aim of this study is to investigate the relationship between bias-based harassment and school belonging. Finally, the current study seeks to explore whether the quality of teacher-student relationships moderates the impact of bias-based victimization on perceived school belonging.
Understanding the factors that influence a student’s perceived school belonging may help in creating intervention programs for school-aged children that help foster academic, social, and emotional success through the support of positive teacher relationships.