1. Kasey Davidson EDUC 607 SP12

2. During my research I was able to obtain five influential sources of literature which helped me develop my hypothesis. 1. From the journal of, School Psychology Review authors Catherine Bradshaw, Anne Sawyer, and Lindsey O’Brennan wrote the article Bullying and Peer Victimization at School: Perceptual Differences Between Students and School Staff. 2. The article, The Role of Masculinity in Children’s Bullying, written by Gianluca Gini and Tiziana Pozzoli from the journal of Sex Roles. 3. From the Elementary School Journal, the article Peer Relations of Bullies, Bully-Victims, and Victims: The Two Social Worlds of Bullying in Second-Grade Classrooms. 4. From the journal of Sex Roles, authors Rosalyn Shute, Larry Owens, and Phillip Slee wrote the article, Everyday Victimization of Adolescent Girls by Boys: Sexual Harassment, Bullying or Aggression? 5. From the journal of Aggressive Behavior, the article ‘‘She Is Not Actually Bullied.’’ The Discourse of Harassment in Student Groups written by Timo Terausahjon and Christina Salmivalli.

3.  In all the pieces of literature I found there was a significant amount of statistics and facts agreeing with the varying perceptions of persons involved in bullying.  Additionally, the literature listed provided excellent information and true life occurrences in which girls were in more cases than boys, the prime candidates of being bullied as well as being the bully.  The information gathered from the literature helped develop my hypothesis and research question.

4.  HYPOTHESIS: The hypothesis for this study is females tend to bully more than males and potentially cause more harmful lasting impressions as do males.  DEFINITION: Perception- a clearer definition of the traditional word perception as it relates to this study is how people, primarily teachers, parents, and students view bullying and the different effects it has on them.

5.  PARTICIPANTS: - The participants in this study were a combination of students, teachers, parents, and administration. There were thirty-six boys and thirty-six girls. Of the thirty-six boys, there was one teacher/parent, one administrator, and thirty-four students. Of the thirty-six girls there was one guidance counselor, one teacher/ parent, one administrator, and thirty-three students.  PROCEDURE: - The study will consist of sixty-seven fourth grade male and female students at Rowan Elementary, their parents, their teacher and other fourth grade teachers, and the principle. Each individual in the study will complete a teacher- made survey comprised of a variety of different questions.  INSTRUMENT: - The actual instrument being used will be an attitude test in the form of a teacher-made survey that will be distributed to the sixty-seven students, their parents, teacher, and principle at Rowan Elementary School.

6. Out of thirty-six boys, eleven thought girls got bullied more, five thought boys got bullied more, and the majority, nineteen, thought it was equal. Out of thirty-six girls, two thought boys got bullied more, thirteen thought it was equal, and the majority, twenty-one, thought girls got bullied more.

7. Out of thirty-six girls, 63.9% reported that boys are physically bullied more than girls, 11.1% reported that girls are more physically bullied that boys, and 25% reported that both boys and girls are equally physically bullied. Out of thirty-six boys, 5.6% reported that boys are physically bullied more than girls, 66.7% reported that girls are more physically bullied than boys, and 27.7% reported that both girls and boys are equally physically bullied. Boys perception on which gender is more physically bullied FrequencyPercentage # of boys that are physically bullied 25.6% # of girls that are physically bullied 2466.7% # of girls and boys that are equally bullied physically 1027.7% Girls perception on which gender is more physically bullied. FrequencyPercentage # of boys that are physically bullied 2363.9% # of girls that are physically bullied 411.1% # of girls and boys that are equally bullied physically 925%

8. Out of thirty-six girls 77.7% reported that girls are emotionally bullied more than boys, 0% of boys are emotionally bullied more than girls, and 22.3% reported they felt boys and girls are equally bullied emotionally. Out of the thirty-six boys, 50% reported that girls are emotionally bullied more than boys, 11.1% reported that boys are emotionally bullied more than girls, and 38.9% reported that both boys and girls are equally bullied emotionally. Girls perception on which gender is more emotionally bullied FrequencyPercentage # of girls that are emotionally bullied 2877.7% # of boys that are emotionally bullied 00% # of boys and girls that are equally bullied emotionally 822.3% Boys perception on which gender is more emotionally bullied frequencyPercentage # of girls that are emotionally bullied 1850% # of boys that are emotionally bullied 411.1% # of boys and girls that are emotionally 1438.9%

9.  Out of the 72 participants, teachers, parents, students, and administration, 43% reported girls as being bullied more, 44.4 reported that both boys and girls are equally bullied, and 12.6% reported boys are bullied more than girls.  Both administrators, male and female, reported that boys are punished more for bullying than girls.  Of the 72 participants, 32% reported that teachers take action when witnessing bullying.  Of the 72 participants, 89% reported that bullying occurs most on the bus.  11% of the 72 participants reported that bullying occurs most on the playground/recess.

10.  Data suggest in this particular school that girls are bullied more than boys.  Data also suggest that in this particular school girls are bullied more emotionally and boys are bullied more physically.  Additionally, the data suggests that recess is the most common time that bullying occurs.  For future research, I would suggest taking a deeper look at why girls tend to be bullied more as well as explore in greater detail the perceptions others have on this phenomena.

11.  Adams, F., & Lawrence, G. (2011). Bullying Victims: The Effects Last Into College. American Secondary Education, 40(1), 4-13. Retrieved February 18, 2012, from the EBSCO HOST database.  Bradshaw, C., Sawyer, A., & O'Brennan, L. (2007). Bullying and Peer Victimization at School: Perceptual. School Psychology Review, 36(3), 361-382. Retrieved February 18, 2012, from the EBSCO HOST database.  Farmer, T., Petrin, R., Robertson, D., Fraser, M., Hal, C., Day, S., et al. (2010). Peer Relations of Bullies, Bully Victims, and Victims: The Two Social Worlds of Bullying in Second Grade Classrooms. Elementary School Journal, 110(3), 364-392, pg 29. Retrieved February 18, 2012, from the EBSCO HOST database.  Gini, G., & Pozzoli, T. (2006). The Role of Masculinity in Children’s Bullying. Sex Roles, 54(7/8), 585-588. Retrieved February 18, 2012, from the EBSCO HOST database.  Lamb, L., Bigler, R., Liben, L., & Green, V. (2009). Teaching Children to Confront Peers’ Sexist Remarks. Sex Roles, 61(5/6), 361-382. Retrieved February 18, 2012, from the EBSCO HOST database.