Social Analysis Report Assignment Cover Sheet

Topic: Bullying Behaviors in Secondary Schools in Canada

Course title: Global Citizenship: from Social Analysis to Social Action

Course code: GNED500

Section: 017

Professor: Prof. Angelique Gordon

Student Name: Chun Chung Tsoi, Lawrence – 301239712

Yi Sen Yang – 301284806
Sparsh Singh – 301319500
Rahul Gharti – 301282563
Shahriar Shahed - 301228970

Submission Date: 1st August, 2023

 Bullying Behaviors in Secondary Schools in Canada

Introduction

Bullying in secondary schools is a widespread issue observed globally, including in

Canada. It entails intentional aggressive behavior characterized by an imbalance of

power or strength (Olweus, 1993). Bullying involves prolonged mistreatment rather

than isolated incidents, where a more powerful individual or group oppresses a less

powerful person physically or mentally. According to Ken Rigby (1996), bullying is

characterized by the ongoing mistreatment of a less powerful individual, involving

either physical or psychological means, by someone who holds a position of greater

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

approximately 10% of students experience bullying in schools. Additionally, the

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

it a significant social problem. Its harmful consequences create a cycle of violence,

intimidation, and fear that disrupts the learning environment and negatively impacts the

overall well-being of students. Charles Wright Mills' concept of Sociological

Imagination (1959) illustrates that school bullying is not solely a personal trouble but a

public issue. It is not an occasional isolated incident but a consistent phenomenon

among students.

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Additionally, bullying is intrinsically linked to issues of social justice. Social justice is

founded on principles of equality, fairness, and the acknowledgment of human dignity

(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

consequences for all involved. By gaining a comprehensive understanding of the

bullying situation in Canadian secondary schools, we can focus our efforts on

developing comprehensive strategies that address the root causes and promote positive

social change on a broader scale.

Social Analysis

The Triangle Model of social analysis serves as a valuable tool for understanding the

complex factors contributing to the ongoing issue of bullying in Canadian secondary

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

contribute to the persistence of bullying incidents among students in Canada.

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

understanding of social behavior (Cumming, 2020).

One significant ideology contributing to bullying is racism, which involves beliefs in

the superiority or inferiority of individuals based on their race, leading to systemic

discrimination and prejudice (Jones, 2000). Prejudice and discrimination based on race,

ethnicity, or national origin can contribute to bullying behaviors targeting individuals

from marginalized communities, such as immigrant students or those belonging to

Indigenous, Black, or other racialized groups. According to a recent study by the Angus

Reid Institute (2021), a significant number of Canadian secondary school students,

approximately 58%, reported witnessing incidents where students were insulted,

bullied, or excluded due to their race or ethnicity. Shockingly, 14% of students

disclosed experiencing such mistreatment themselves. The study also highlights

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 power, leading to bullying behaviors towards minority students. Discrimination

and prejudice based on race or ethnicity can contribute to the victimization of minority

students, with stereotypes, biases, and discriminatory attitudes leading to exclusion,

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marginalization, and targeted acts of bullying. These biases may be deeply ingrained

within the broader social fabric and perpetuated through cultural norms and media

influences.

Moreover, male chauvinism, also referred to as male dominance or sexism, is

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

to gender-based bullying, where boys target girls or gender non-conforming individuals

based on their gender identity. Male chauvinism perpetuates conventional gender

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

traditionally male-dominated fields like science or sports, or those who challenge

gender norms by expressing themselves differently. Gender-based bullying is

unfortunately prevalent in schools, as evidenced by research conducted by Rosen and

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-

conforming individuals as a means of reinforcing their perceived superiority. Gender-

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,

as highlighted by a study conducted by Plan International (2021), which reported that

58% of girls aged 14 to 21 years experienced sexual harassment from boys in schools.

This underscores the distressing impact of gender-based bullying on female students.

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Social institutions are complex and organized structures within a society that play a

crucial role in shaping individuals' behaviors, interactions, and values. These

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 and Mass Media.

Peer groups play a crucial role in students' lives, as they form informal social circles,

such as friendships or cliques, that significantly influence attitudes and behaviors.

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

likelihood of engaging in bullying, as it reinforces aggressive behaviors and provides

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

the group (Holcombe, 2023).

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Mass media, which includes television, movies, internet content, and social media

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

media often presents aggressive behaviors, including bullying, in entertainment forms.

Children and adolescents exposed to these portrayals may imitate such behaviors,

viewing them as acceptable or effective ways to handle conflicts or assert power.

Research conducted by Paik and Comstock (1994) found that exposure to media

violence was positively linked to aggression, particularly in behavior. Furthermore,

prolonged exposure to violent or aggressive content in mass media can desensitize

individuals to violence, reducing their sensitivity to the suffering of others. This

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

rise of social media has significantly contributed to cyberbullying among students.

Social media platforms have a wide-reaching impact, connecting people globally.

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

the ages of 12 to 17 disclosed experiencing cyberbullying or cyberstalking. Notably,

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

perceived vulnerability, physical appearance, or social status. Victims often experience

emotional distress, fear, and a sense of powerlessness, leading to potential long-term

consequences on their well-being. Bystanders are individuals who observe bullying

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

socialization experiences. A comprehensive understanding of these individual factors

is vital for effectively addressing and preventing bullying in schools.

The analysis using the Triangle Model reveals the interconnectedness of ideology,

social institutions, and individuals in the occurrence of school bullying.

Ideologies play a significant role as they influence the norms and practices within social

institutions. For instance, an ideology promoting male dominance (such as male

chauvinism) can perpetuate gender-based discrimination within educational institutions,

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contributing to instances of gender-based bullying. Ideologies also shape individual

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

psychological impact of bullying on victims, perpetuating the problem.

Social institutions, in turn, can reinforce and perpetuate certain ideologies through their

policies and practices. When mass media portrays content that marginalizes specific

racial or ethnic groups, it reinforces racist ideologies. Social institutions provide

individuals with socialization experiences, education, and access to information, which

can influence their beliefs and actions. Educational institutions that promote diversity

and inclusion, for instance, may foster empathy and respect among students, thereby

reducing the likelihood of bullying.

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

others to follow suit and perpetuating a cycle of bullying.

Conclusion

In conclusion, the issue of bullying in Canadian secondary schools is a complex social

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

marginalized groups or based on gender identity. Social institutions, including peer

groups and mass media, also play significant roles in perpetuating ideologies and

shaping individual values. Peer groups, as informal social circles, can either foster

empathy and inclusion or promote aggression and exclusion. Students' interactions

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

on various roles in bullying incidents, as bullies, victims, or bystanders. Personal

characteristics, attitudes, and socialization experiences all play a part in shaping their

behaviors. It is crucial to recognize the power of individuals in challenging existing

ideologies and advocating for positive change within their social circles and institutions.

Understanding the interconnectedness of ideologies, social institutions, and individuals

is essential in addressing the complexity of school bullying effectively. This social

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

environment in Canadian secondary schools, we propose two recommendations for

social action.

Firstly, schools should consider establishing a student-led anti-bullying club within

their secondary school. This club would enable students to work collaboratively with

teachers and school administrators to organize workshops, assemblies, and awareness

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campaigns that address the various forms of bullying and their impact on students.

Additionally, the club can create a safe and supportive space for students to share their

experiences, seek help, and engage in peer-to-peer mentorship. Empowering students

to take a leading role in combating bullying can have a meaningful and positive impact

on the overall school climate.

Furthermore, given the prevalence of cyberbullying in the digital age, we recommend

implementing a comprehensive digital citizenship program in secondary schools. This

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

cyberbullying incidents. Promoting digital citizenship would help students understand

their roles and responsibilities in the digital world and create a safer online environment

for the entire school community.

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