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9 - Children’s experience of and attitudes towards bullying and victimization

A cross-cultural comparison between China and England

from Part II - Direct cross-national data comparisons

Published online by Cambridge University Press:  05 April 2016

By
Linqin Ji ,
Wenxin Zhang  and
Kevin Jones
Edited by
Peter K. Smith ,
Keumjoo Kwak  and
Yuichi Toda
Peter K. Smith
Affiliation:
Goldsmiths, University of London
Keumjoo Kwak
Affiliation:
Seoul National University
Yuichi Toda
Affiliation:
Osaka Kyoiku University, Japan
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Summary

China and England possess different cultural values, with China characterized by collectivism and strong social norms, and England by individualism. These cultural features could have important implications on children’s experience of school bullying in each country. The current study explored these issues with samples of Chinese and English primary and secondary school children, using the same methodology in each country to assess the prevalence of general bullying/victimization and different types of victimization, and children’s attitudes towards it. The findings revealed both similarities and differences. Regarding similarities, in both cultures, primary school children and boys were more likely to take part in school bullying than secondary school children; verbal victimization was the most prevalent form; and primary school children and girls held more positive attitudes towards bullying/victimization than secondary school children. Regarding differences, these were found in the prevalence of general bullying/victimization and its various forms; in gender differences in relational bullying; and in children’s attitudes. The differences between China and England could be attributed to their different positions in the cultural dimensions of collectivism vs. individualism and tightness vs. looseness. The design of effective intervention programs should take these commonalities and cultural variations into consideration.
Type
Chapter
Information
School Bullying in Different Cultures
Eastern and Western Perspectives
 , pp. 170 - 188
Publisher: Cambridge University Press
Print publication year: 2016

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