Professional Documents
Culture Documents
Section: 017
Introduction
than isolated incidents, where a more powerful individual or group oppresses a less
power. Various definitions agree that bullying must involve a power differential, with
the powerful exploiting the powerless. A study by William et al. (1996) found that
Canadian Health Survey on Children and Youth (Statistics Canada, 2019) reports that
71% of Canadian secondary school students have encountered some form of bullying
in the past year. These studies emphasize the urgency of addressing this social problem.
Indeed, school bullying goes beyond being an isolated problem confined to individuals,
as it has far-reaching effects on not just the bully and victim but also the entire school
community. This issue is deeply rooted in social interactions and relationships, making
intimidation, and fear that disrupts the learning environment and negatively impacts the
Imagination (1959) illustrates that school bullying is not solely a personal trouble but a
among students.
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Additionally, bullying is intrinsically linked to issues of social justice. Social justice is
(Hong & Hodge, 2009). However, bullying directly contradicts these principles by
infringing upon individuals' rights to safety, respect, and inclusion within their
educational environment. Addressing this issue is crucial, as it not only affects the
immediate victims but also has long-lasting psychological, emotional, and academic
developing comprehensive strategies that address the root causes and promote positive
Social Analysis
The Triangle Model of social analysis serves as a valuable tool for understanding the
schools. This model allows us to examine the intricate interplay between dominant
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ideologies, social institutions, and individual beliefs and actions, which together
In the Canadian context, various ideologies may influence bullying behaviors, although
not all incidents of bullying can be directly attributed to these ideologies. Ideology
refers to belief systems, cultural values, and societal norms that shape our
discrimination and prejudice (Jones, 2000). Prejudice and discrimination based on race,
Indigenous, Black, or other racialized groups. According to a recent study by the Angus
concerning disparities, with visible minority children being three times more likely and
Indigenous children being twice as likely compared to white children, to report facing
personal abuse based on their racial or ethnic background. Bullying often involves a
power imbalance, where the bully seeks to exert control and dominance over the victim.
In some cases, students from the race majority may hold positions of social privilege
and prejudice based on race or ethnicity can contribute to the victimization of minority
within the broader social fabric and perpetuated through cultural norms and media
influences.
characterized by the belief in the inherent superiority of men over women and the
reinforcement of traditional gender roles that prescribe specific behaviors and attributes
to each gender (Cumming, 2020). In the school setting, male chauvinism can contribute
stereotypes that associate particular behaviors, interests, and roles with each gender.
Boys who adhere to these stereotypes may feel empowered to bully others who do not
conform to these gender norms. For example, boys may target girls who excel in
Nofziger (2019), which found that a higher percentage of female students (26%)
reported being bullied at school compared to male students (20%). Furthermore, male
chauvinism can encourage boys to assert their dominance over girls or gender non-
based bullying can take various forms, including physical aggression, verbal abuse, or
the use of derogatory language to demean and control the victim. A concerning aspect
of this issue is that gender-based bullying often includes elements of sexual harassment,
58% of girls aged 14 to 21 years experienced sexual harassment from boys in schools.
institutions include family, education, government, media, and religion, among others.
In the context of school bullying in Canada, we will focus on two social institutions:
Peer groups play a crucial role in students' lives, as they form informal social circles,
Unfortunately, bullying can occur within these peer groups as a means to gain social
status or maintain group cohesion. Being part of a peer group provides students with a
sense of belonging and identity, leading some individuals to conform to the group's
norms, which may include engaging in bullying behaviors. For some students, bullying
becomes a way to establish dominance or enhance their social standing within the
group's hierarchy. Moreover, peer groups can reinforce aggressive behaviors through
interactions. When a peer group tolerates or even encourages bullying, students within
that group may perceive such behaviors as acceptable and normal. Group dynamics can
create a culture where bullying is seen as a method to assert power or control over
others. A study by Hawker and Boulton (2000) investigated how peer groups influence
bullying among adolescents and found that being part of a peer group increased the
social support for such actions. Additionally, some students may participate in bullying
out of fear of becoming victims themselves. They might feel compelled to join in
aggressive behaviors to avoid being ostracized or targeted by the peer group. Fear of
exclusion can drive students to engage in bullying to protect their social standing within
platforms, can contribute to school bullying through various means. The portrayal of
aggression, violence, and negative social behaviors in the media can influence students'
attitudes, perceptions of acceptable behavior, and impact their social interactions. Mass
Children and adolescents exposed to these portrayals may imitate such behaviors,
Research conducted by Paik and Comstock (1994) found that exposure to media
desensitization may lead to decreased empathy towards bullying victims and foster a
more tolerant attitude towards aggressive behaviors. A study by Funk, Baldacci, Pasold,
and Baumgardner (2004) discovered that frequent exposure to violent video games was
associated with reduced empathy and increased aggressive behavior in children. The
Cyberbullying incidents can rapidly spread and reach a large audience, amplifying the
harm inflicted on the victim. The viral nature of social media can escalate cyberbullying
and make it challenging to control the dissemination of such harmful content. As per a
report from Statistics Canada (2019), approximately 25% of Canadian youth between
social media platforms emerged as a prominent venue for these distressing incidents.
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At the individual level, students play a central role in school bullying, taking on
different roles within the incidents. Ken Rigby (1996) identifies three main roles in
bullying situations: bullies, victims, and bystanders. Bullies are individuals who
intentionally harm others through physical aggression, verbal abuse, or social exclusion.
Their motivations may stem from a desire for power, control, or social dominance over
their victims. Personal issues, such as low self-esteem or a lack of empathy, can also
contribute to their aggressive behaviors. Victims, on the other hand, are the targets of
the bullies' harmful actions. They may be selected as victims due to factors like
incidents but are not directly involved as bullies or victims. Some may choose to remain
silent, while others may actively participate by encouraging or supporting the bully's
actions. The reactions of bystanders can either escalate or de-escalate the bullying
situation. Supportive bystanders who step in to intervene or report the bullying can play
a critical role in preventing further harm. It is crucial to acknowledge that both bullies
and victims of bullying are shaped by their unique characteristics, ideologies, and
The analysis using the Triangle Model reveals the interconnectedness of ideology,
Ideologies play a significant role as they influence the norms and practices within social
beliefs and values, impacting their attitudes and behaviors. For example, if there is an
ideology that stigmatizes mental health issues, individuals may overlook or dismiss the
Social institutions, in turn, can reinforce and perpetuate certain ideologies through their
policies and practices. When mass media portrays content that marginalizes specific
can influence their beliefs and actions. Educational institutions that promote diversity
and inclusion, for instance, may foster empathy and respect among students, thereby
At the individual level, people may either challenge or reinforce existing ideologies
through their actions and advocacy. For instance, individuals who speak out against
racist beliefs and behaviors can challenge and change racist ideologies. Additionally,
collective actions and demands from individuals can lead to changes in social
institutions. On the other hand, students engaging in bullying behaviors may create a
toxic and hostile environment within social institutions like peer groups, influencing
Conclusion
problem that involves the intricate interplay of ideologies, social institutions, and
individual behaviors. At the ideological level, beliefs and cultural values can shape
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attitudes and behaviors, leading to discrimination and prejudice that contribute to
bullying. Ideologies like racism and male chauvinism can influence how students
interact with each other, leading to targeted acts of aggression against individuals from
groups and mass media, also play significant roles in perpetuating ideologies and
shaping individual values. Peer groups, as informal social circles, can either foster
within these groups can influence their behaviors and attitudes towards bullying. Mass
media, on the other hand, can impact students' perceptions of acceptable behavior
through its portrayal of aggression and violence. At the individual level, students take
characteristics, attitudes, and socialization experiences all play a part in shaping their
ideologies and advocating for positive change within their social circles and institutions.
problem extends beyond being an individual issue, as it impacts the entire school
community and violates principles of social justice, equality, and human dignity.
To address the root causes of bullying and foster a safe and inclusive learning
social action.
their secondary school. This club would enable students to work collaboratively with
Additionally, the club can create a safe and supportive space for students to share their
to take a leading role in combating bullying can have a meaningful and positive impact
program would educate students about responsible and ethical online behavior,
emphasizing the values of empathy, respect, and privacy. Working in partnership with
school authorities, the program could integrate digital citizenship lessons into the
curriculum and organize workshops or guest speaker sessions. Moreover, the program
should address online safety and equip students with effective strategies to respond to
their roles and responsibilities in the digital world and create a safer online environment
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References
Angus Reid Institute. (2021, October 19). Diversity and Education: Half of Canadian
kids witness ethnic, racial bullying at their school. Retrieved July 13, 2023,
from https://angusreid.org/canada-school-kids-racism-diversity
Holcombe, M. (2023, February 15). Bullying Doesn’t Look Like It Used To. Experts
Share How To Fix It. CNN Health. Retrieved July 20, 2023, from
https://www.cnn.com/2023/02/15/health/bullying-identity-social-
wellness/index.html
Hong, P. Y. P., & Hodge, D. R. (2009). Understanding Social Justice in Social Work:
A Content Analysis of Course Syllabi. Families in Society, 90(2), 212–219.
https://doi.org/10.1606/1044-3894.3874
Mills, C.W. (1959). The Sociological Imagination. Oxford University Press, New
York.
Olweus, D. (1993). Bullying at school: What we know and what we can do. Blackwell
Publishing.
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Paik, H., & Comstock, G. (1994). The Effects of Television Violence on Antisocial
Behavior: A Meta-Analysis1. Communication Research, 21(4), 516–546.
https://doi.org/10.1177/009365094021004004
Plan International (2021, March 30). More Than Half of Girls Have Experienced
Sexual Harassment on School, College or University Grounds. Retrieved July
20, 2023, from https://plan-uk.org/media-centre/more-than-half-of-girls-have-
experienced-sexual-harassment-in-a-learning-environment
Rigby, K. (1996). Bullying in schools: And what to do about it. London: Jessica
Kingsley.
Rosen, N. L., & Nofziger, S. (2019). Boys, bullying, and gender roles: How
hegemonic masculinity shapes bullying behavior. Gender Issues, 36(3), 295–
318. https://doi.org/10.1007/s12147-018-9226-0
Statistics Canada. (2019). Canadian Internet Use Survey, 2018. Retrieved July 20,
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Williams, K., Chambers, M., Logan, S., & Robinson, D. (1996). Association Of
Common Health Symptoms With Bullying In Primary School Children. BMJ:
British Medical Journal, 313(7048), 17–19.
http://www.jstor.org/stable/29732184
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