esr507+-+literature+review

Mean Girls and Technology: Bullying in Cyberspace Introduction, Literature Review, Methodology Erica Roberts Pat Slattery Kim Theodore

ESR 507 Rick Russo May 3, 2007

=Introduction= Recent technological advances that have made communication devices convenient, inexpensive, and readily available have become part of everyday life for many people. Teenagers, with their affinity for the latest technology, are especially drawn to the newest media innovations. However, it is these new communication devices that have enabled a modern and more destructive form of bullying today. Bill Belsey, a Canadian researcher who created the website [|www.cyberbullying.org] defines this modern way of bullying: “Cyberbullying involves the use of information and communication technologies such as e-mail, cell phone and pager text messages, instant messaging, and defamatory online personal polling Web sites, to support deliberate, repeated, and hostile behavior by an individual or group that is intended to harm others.” Girls especially, are using cyberbullying as a common and relatively easy way to harass their victims. Technology has given female bullies the tools to make attacking their victims instantaneous, constant, and far reaching. The widespread use of instant messaging and profile sites such as MySpace and FaceBook has enabled girls to post rumors, innuendos, and accusations that can be spread to countless others with the click of a mouse button. In addition to verbal attacks, unflattering and manipulated pictures can be posted to these web sites in order to ridicule the victim. Within minutes, comments and pictures are forwarded again and again to a virtually unlimited number of people. Some technologies also make it possible to assume the identity of others, further clouding the true identity of the perpetrator. Victims of cyberbullying can have no idea of the actual number of people that read the messages about them or who enabled the proliferation of the rumors by simply forwarding them on. As a result, cyberbullying is worse than face-to-face bullying. The victim cannot be sure who her real friends are. The anonymity of screen names and the ability of the forwarder to hide the list of recipients contributes to the feelings of invincibility for the bully and/or enabler. It is much easier to write nasty remarks and hurtful rumors on a computer or cell phone than it is to say these hurtful rumors directly to someone’s face. Cyberbullies may feel they will not get caught because of the anonymity gained from the use of technology, and therefore the abuse is likely to escalate. And unlike a victim of a playground bully who can find safety at home, victims of cyberbullying must endure the pain and humiliation even in their own home as the computer or cell phone becomes a portal for the constant degradation. For our qualitative research project, we researched the question of why some adolescents feel it is acceptable to enable bullying of others by disseminating mean or hurtful information. After interviewing girls between the ages of 12 and 18, we found a common thread of a lack of feeling any responsibility by those that enabled the bullying. These girls felt that once the information was “out there” (either on MySpace or instant messaging), they were not doing any harm by forwarding the hurtful messages, because the information was then already available. Since they were not the original authors of these negative and nasty comments, the enablers felt that they were not to blame for the cyberbullying. For this quantitative study, we would like to try to determine at what age girls develop this attitude of a lack of responsibility for their actions on-line so that we might identify at which ages intervention might be most effective. = = =Rationale= Erica I am in my second year as a technology teacher in a Junior High School in a fairly affluent Western Suburb of Chicago. My transition to public education began as I worked as an adult educator for two proprietary educational institutions for several years. Prior to entering education, I spent 20 years as a systems security professional and systems consultant for a number of different Fortune 500 companies. I have two children, an 11-year-old boy (6th grade) and an 8-year-old girl (2nd grade). I have a particular interest in the role of technology in cyber bullying for a number of reasons. I was bullied as a junior high school student and I have witnessed bullying in the lives of both my own children and those that I teach. Based on personal observation, I believe that technology has led to an increase in bullying and a decrease in detection, and I would like to conduct some research to see if my inclination is correct.

Patrick I am in my first year as a high school science teacher. My background includes more than 20 years in the military as a pilot in the Marines and Air Force. In ESR 506, we learned that those who start, or continue, a cyberbully type message do not feel as accountable as those who address their problems directly and in person. With miles of cyberspace between themselves and their victims, they feel protected from physical retribution. My students are all either 16 or 17 years old, and they communicate constantly via instant messaging and myspace. Many of them have been involved in cyberbullying. Additionally, I have an eleven year old daughter who is just now getting into communication via electronic means. I hope to compare the attitudes towards, and uses of, electronic communications of girls my daughter’s age and girls my student’s age to learn what differences exist.

Kim I am near the end of my M.A.T. program and will be student teaching a first grade class in the fall. I have three children, including two middle school daughters. I am very involved as a PTC President at my son’s elementary school, and a former Girl Scout leader. This topic is of interest to me because I was shocked and disheartened this past Winter Break when my daughter asked me to read a posting on AIM that one of my former scouts (12 years old) had written about a classmate. The nastiness and utter disdain of the comments were impossible to miss. I can only imagine what deep hurt and damage this bullying caused the victim. I am hoping that through our research we will uncover ways for teachers and parents to help stop the rising number of girls that are becoming bullies or victims of cyberbullying. = = = = =Hypothesis= We believe that the results from our research project will show that high school age girls will be more likely to facilitate cyberbullying by disseminating mean or hurtful information than middle school age girls. Reasons for our hypothesis include a number of factors. Although teens should be maturing and becoming more compassionate as they gain life experiences, they are also more likely to become more susceptible to peer influence and the desire for peer acceptance. The age-old battle for the strong to continually keep down the weak to retain their social status may also come into play. Secondly, like any tool, the more one uses it, the more comfortable they become with that technology. As teen girls get older, more and more of their peers have access to and use instant messaging and profiles as an intricate part of their social interactions. Third is the lack of parental supervision of the teens technology use as they grow up. In our previous project, we explored the technological gap between teens and their parents, and how this affected the increasing prevalence of cyberbullying. While teens see computer use as a necessary requirement for their social livelihood, parents see computers and cell phones as tools. Many parents also feel that as long as their children are at home (even if they are on the computer in the privacy of their own rooms), they cannot be getting into trouble. All of these factors point to a generation of teen girls that have convinced themselves of a lack of accountability for their actions as they mature into young adults.

=Review of the Literature= Due to the continuing evolution of new tecnological advances, the research on this specific topic is relatively limited. The literature that we reviewed describes some of the causes of bullying, especially as pertaining to girls, and the potentially devastating results of cyberbullying. What the literature does not answer is the question of why many teens believe that they are not accountable for the messages and pictures they forward via email, instant messaging, or blogs. As has been the case throughout past decades, adolescent and preadolescent girls wield enormous power over their peers (Vail, 2002). In the past three or four years nonphysical aggression has been highlighted in the world of female bullying. Girls will often use rumors, social exclusion, and other forms of quiet aggression to attack other girls (Anderson, 2007). Research finds that within peer culture, power comes from the ability to invoke the unspoken ‘rules’ that police the boundaries of acceptable femininity (Currie, 2007). An investigation of teenage girls’ current subculture highlights the tenacity exhibited by individuals to maintain their status (Currie, 2007). The boundaries of how far girls will go to maintain the pecking order have expanded to cyberspace. While mean girls have always existed, they never have been so glamorized. Parallels can be drawn between such classics as “Sense and Sensibility” or “Cinderella” and many of the media stories teenaged girls are exposed to on a daily basis. All of the recent media attention given to girl bullies can seem to make being mean “cool.” Studies show friendships are more likely to occur between adolescents of shared aggression tendencies; meaning that aggressive teens are more likely to form friendships with other aggressive teens and less aggressive teens are more likely to form friendships with less aggressive teens (Card, 2006). In addition, friends are more likely to select the same targets to bully (Card, 2006). In our society, girls understand that it is not socially acceptable to beat someone up physically, so they do what is more damaging, abuse psychologically. Instead of attacking with their fists, mean girls display a type of relational aggression where girls use the relationships as weapons (Keith, 2005). It is aggression in a way that you do not have to take responsibility for, yet the conflict escalates unrestrained (Vail, 2002). People who are targeted by bullies are sensitive, respectful, honest, creative, have high emotional intelligence, and a strong sense of fair play and high integrity with a low propensity to violence. Victims respond to bullying with dialogue and a sense of fairness, which the bully then exploits (Anderson, 2007). Technology has given female bullies the tools to make attacking their victims instantaneous, constant, and far reaching. Items which have been viewed as pranks in the past have evolved into bullying, which is enabled by instantaneous and widespread distribution of pictures and information (Long, 2006). The derogatory messages and pictures can be spread to an unlimited audience with the click of a forward button. One of the aspects that causes the most duress in victims is the bullies’ ability to communicate to a large audience in a short time (Strom, 2005). Current innovations in technology have reduced the time between planning and executing a prank or serious offense (Franek, 2006). As a result, there is little time to reflect on the potential consequences. Bullying has spread to the computer because it provides greater advantages for the bully. The bully can remain anonymous, inflict greater psychological harm, harass a victim at home, and rest easy knowing that most authority figures will be unable to trace or stop the harassment. (Anderson, 2007). The anonymity of bullying over the Internet and other means of mass communication has allowed teenagers to torment victims with little fear of reprisal. This has probably lead to an increase bullying. Today’s bullies use technology to spread rumors and threats, making life miserable for their victims throughout the day and night. Victims cannot escape their bully because she can now follow them home (Keith, 2005). The bullies do not feel regret for their actions since they do not see their victims face-to-face (Strom, 2005). Cyber bullying is worse than face-to-face bullying because the use of technology has the potential to keep the bully’s identity a secret. The victim might not have any idea of who the bully is or who else has else seen the degrading messages. It is much easier to type nasty remarks and hurtful rumors on a computer or cell phone than to say them directly to the victim. Cyber bullies believe they will not get caught because of the anonymity gained from the use of technology, and subsequently the abuse likely will escalate. The anonymity of cyber bullying is also damaging because victims do not know if the bully is their best friend or a complete stranger (Anderson, 2007). Victims are ashamed and become withdrawn, quiet, depressed, watchful and they try to become invisible (Long, 2006). The gap of technological knowledge between the generations keeps most parents from realizing the potential for cyber bullying. Parents view computers as a learning tool, but teenagers see them as a communication link, vital to their social lives (Strom, 2005). Teenagers often communicate in ways that are unknown and unsupervised by adults (Keith, 2005). Parents may also believe that their child is safe or not getting into trouble because they are at home. Many teens have unsupervised access to technology and as a result, cyber bullying often goes undetected. Parents will often interpret Internet use as a learning activity rather than consider that it might be used in illicit ways (Strom, 2005). Most solutions posed by adults are simplistic and are easily overridden by teenagers (Strom, 2005). A common suggestion by uninitiated adults such as parents, educators and sometimes even law enforcement, is to tell victims to just ignore it. Cyber bullying is practically invisible to adults because it lives in the world of young people. Kids are reluctant to inform an adult of abuse because they fear retribution and loss or restricted use of the offending technology (Keith, 2005). Where a victim’s home used to be a safe haven from traditional bullies, access to a home computer creates an environment that cyber bullies are able to permeate (Strom, 2005). Often, instances of social aggression occur in classrooms without a teacher’s knowledge. Ironically, teachers are often in the best position to intervene (Long, 2006). It is essential for teachers to understand the social rules, relationships, and power structures in order to create a culture of learning in their classrooms (Long, 2006). Teachers may be able to provide some relief for victims, but only if they are educated enough about the warning signs to detect a potential problem. When teachers are adequately engaged in detecting any type of bullying, they are in a position to utilize existing school resources such as counselors, social workers or school law enforcement. They also can include parents in the healing process. A key part of improving the social situation is to help students identify exactly what is considered mean or hurtful, no matter how it is communicated. (Long, 2006). Schools must play a part in the education of teens and their parents as to the extent of the problem and the potential emotional and even legal consequences. Teachers should also take responsibility by setting appropriate expectations for behavior everywhere, not just on-line (Franek, 2006). Designing classroom activities that encourage students to have empathy for each other (Franek, 2006) and modeling empathy on a daily basis in the classroom can help to accomplish this. Schools and parents share responsibility for the appropriate use of technology by students. It is not only necessary to educate students about appropriate behavior, it is necessary to educate parents and guardians as well. Schools also share the responsibility to help ensure the use of technology by students is appropriate, whether at school or at home.

=Methodology= We plan to study two groups of girls: Middle School, ages 12-13, and High School Juniors ages 16-17. We will quantitatively analyze the answers to the following questions. Does age factor into attitudes towards cyberbullying? What influence does peer pressure play at each age? Is access to technology age dependent? Is parental influence different between the two groups? Through a detailed study of these questions, we hope to show that the attitudes toward cyberbullying differ greatly among the two groups. We predict the results will show that the older group of teen girls have convinced themselves of a lack of accountability, and will much morely easily accept that cyberbullying, and a lack of responsibility for forwarding hurtful e-mails, is a normal part of electronic communications. We propose to study our research questions by creating a survey, consisting of eight Likert scale questions, administered to two groups: middle school girls and high school junior year girls. We will be attempting to measure the difference in attitude between the two groups. We will give the survey to the entire class, boys and girls, but only record the data from the girls. We plan to include pertinent definitions and directions, and to phrase the questions so that the participants are making value judgements about fictional situations. In this way we hope to record their true opinions, without fear of reprisal due to possible disciplinary actions based on their answers.

=Results=


 * Group Statistics**


 * group ||
 * N ||
 * Mean ||
 * Std. Deviation ||
 * Std. Error Mean ||
 * q1 ||
 * high school ||
 * 53 ||
 * 3.4340 ||
 * 1.55055 ||
 * .21298 ||
 * middle school || 56 ||
 * 2.4464 ||
 * 1.47611 ||
 * .19725 ||
 * q2 ||
 * high school ||
 * 53 ||
 * 5.1509 ||
 * 1.24648 ||
 * .17122 ||
 * middle school || 56 ||
 * 5.4821 ||
 * 1.00889 ||
 * .13482 ||
 * q3 ||
 * high school ||
 * 53 ||
 * 2.2642 ||
 * 1.36087 ||
 * .18693 ||
 * middle school || 56 ||
 * 2.8929 ||
 * 2.07740 ||
 * .27760 ||
 * q4 ||
 * high school ||
 * 53 ||
 * 5.0000 ||
 * 1.19293 ||
 * .16386 ||
 * middle school || 56 ||
 * 5.3393 ||
 * 1.06646 ||
 * .14251 ||
 * q5 ||
 * high school ||
 * 53 ||
 * 4.6981 ||
 * 1.47524 ||
 * .20264 ||
 * middle school || 56 ||
 * 5.3393 ||
 * 1.17978 ||
 * .15765 ||
 * 5.3393 ||
 * 1.06646 ||
 * .14251 ||
 * q5 ||
 * high school ||
 * 53 ||
 * 4.6981 ||
 * 1.47524 ||
 * .20264 ||
 * middle school || 56 ||
 * 5.3393 ||
 * 1.17978 ||
 * .15765 ||
 * 5.3393 ||
 * 1.17978 ||
 * .15765 ||


 * Independent Samples Test**


 * Levene's Test for Equality of Variances ||
 * t-test for Equality of Means ||
 * F || Sig. ||
 * t ||
 * df ||
 * Sig. (2-tailed) ||
 * Mean Difference ||
 * Std. Error Difference ||
 * 95% Confidence Interval of the Difference ||
 * Lower || Upper ||
 * q1 ||
 * Equal variances assumed ||
 * .197 ||
 * .658 ||
 * 3.406 ||
 * 107 ||
 * .001 ||
 * .98753 ||
 * .28990 ||
 * .41284 ||
 * 1.56222 ||
 * Equal variances not assumed ||  ||
 * 3.402 ||
 * 105.841 ||
 * .001 ||
 * .98753 ||
 * .29030 ||
 * .41199 ||
 * 1.56308 ||
 * q2 ||
 * Equal variances assumed ||
 * 1.136 ||
 * .289 ||
 * -1.529 ||
 * 107 ||
 * .129 ||
 * -.33120 ||
 * .21667 ||
 * -.76072 ||
 * .09832 ||
 * Equal variances not assumed ||  ||
 * -1.520 ||
 * 100.093 ||
 * .132 ||
 * -.33120 ||
 * .21792 ||
 * -.76355 ||
 * .10115 ||
 * q3 ||
 * Equal variances assumed ||
 * 20.901 ||
 * .000 ||
 * -1.858 ||
 * 107 ||
 * .066 ||
 * -.62871 ||
 * .33841 ||
 * -1.29956 ||
 * .04215 ||
 * Equal variances not assumed ||  ||
 * -1.879 ||
 * 95.432 ||
 * .063 ||
 * -.62871 ||
 * .33467 ||
 * -1.29308 ||
 * .03567 ||
 * q4 ||
 * Equal variances assumed ||
 * .001 ||
 * .977 ||
 * -1.567 ||
 * 107 ||
 * .120 ||
 * -.33929 ||
 * .21649 ||
 * -.76845 ||
 * .08988 ||
 * Equal variances not assumed ||  ||
 * -1.562 ||
 * 104.104 ||
 * .121 ||
 * -.33929 ||
 * .21716 ||
 * -.76992 ||
 * .09135 ||
 * q5 ||
 * Equal variances assumed ||
 * 2.043 ||
 * .156 ||
 * -2.513 ||
 * 107 ||
 * .013 ||
 * -.64117 ||
 * .25518 ||
 * -1.14704 ||
 * -.13530 ||
 * Equal variances not assumed ||  ||
 * -2.497 ||
 * 99.527 ||
 * .014 ||
 * -.64117 ||
 * .25675 ||
 * -1.15058 ||
 * -.13177 ||
 * -.76992 ||
 * .09135 ||
 * q5 ||
 * Equal variances assumed ||
 * 2.043 ||
 * .156 ||
 * -2.513 ||
 * 107 ||
 * .013 ||
 * -.64117 ||
 * .25518 ||
 * -1.14704 ||
 * -.13530 ||
 * Equal variances not assumed ||  ||
 * -2.497 ||
 * 99.527 ||
 * .014 ||
 * -.64117 ||
 * .25675 ||
 * -1.15058 ||
 * -.13177 ||
 * -.64117 ||
 * .25675 ||
 * -1.15058 ||
 * -.13177 ||

Question 1 asks about the accountability of posting embarrassing photos on the internet. The mean of the high school group was 3.4340 and the mean of the middle school group was 2.4464. The p-value of .001 indicates a statistically significant difference in attitudes.

Question 2 asks about the accountability of forwarding embarrassing photots on the internet. The mean of the high school group was 5.1509 and the mean of the middle school group was 5.4821. The p-value of .129 indicates no statistically significant difference in attitudes.

Question 3 asks if saying negative comments on-line is easier than in person. The high school group mean was 2.2642 and the middle school group mean was 2.8929. The p-value of .066 indicates no statistically significant difference in attitudes.

Question 4 asks about the accountability of mass forwarding of a rumor on the internet. the high school group mean was 5.0000 and the middle school group mean was 5.3393. the p-value of .120 indicates no statistically significant difference in attitiudes.

Question 5 asks about the accountability of starting a rumor and mass texting. The high school group mean was 4.6981 and the middle school group mean was 5.3393. The p-value of .013 indicates a statistically significant difference in attitudes.

Discussion(need to have these sub headings) **TIE BACK TO BULLY ENABLING* why do we think this was the result? Q1 yes The middle school group agreed more strongly that the photo should have been deleted. This connects to our hypothesis and qualitative study that older teens feel less of a responsibility for posting pictures on the internet. Many teens have cellular phones with camera capabilities giving them instant access to record anything and everything. Once the picture is on their phone, they view it as their property and therefor it is their picture to post, regardless of who is the subject of the picture.

Q2 no Both groups close to strongly disagreed that it was OK to forward the embarrassing photo.

Q3 no but close The groups attitudes were similar. The high school group slightly more strongly agreed that it easier to say things on-line. The middle school group scored close to a 3, indicating only a mild agreement with the statement that saying negative things is easier on-line than in person. Although, the p-value did not show a statistically significant difference, the value of .066 is near to .05. The high school group scored closer to a 2, agreeing more strongly with the statement. This result points to the perception of older teens that communication via texting, instant messaging, or blog postings is somehow freeing them to say things that they would not necessarily say in person. This directly relates to cyberbullying as the bully feels..........

Q4 no Both groups were near strongly disagree with the statement that forwarding a rumor is OK.

Q5 yes While both group disagreed that starting and forwarding a rumor was not a big deal, the middle school group more strongly disagreed.

how do the results connect with the Literature?**

=Limitations= The limitations of our research were not readily apparent prior to the statistical analysis, however, after administering the surveys and compiling the results, some issue did arise. We were concerned that some of the students might not answer surveys honestly in a classroom setting, and during the analysis of the surveys, it did appear that some of the participants copied answers from other students. This would seem to make no sense, seeing that we discussed that the surveys were anonymous, however they still may have felt some influence from us as their teachers. Additionally, some of the questions were not specific enough, for example, question #2 was ambiguous in that many students asked me if the subjects were friends or not, and to them it made a difference in how to respond based on that information.

There also were issues that may have affected the internal and external validity of the experiment. Items affecting the internal validity included: non-specific questions as mentioned earlier in the limitations section; the difference between the samples taken in HS and middle school, in that the high school classes samples were higher level science courses and the middle school courses were more of a general sample of the student body (academic perfomance in HS may have biased the results); also not all students were present during the surveys due to school absences. External validity issues included: interpretation in the questions may lead to lower external validity; random samples were not used in the survey. =Suggestions for Future Study= Internet use and cellular phones are becoming increasingly common modes of communication for younger children. This familiarity with electronic devices creates a cyberworld for young children, who may already have a problem distinguishing reality and fantasy. A study might be done comparing attitudes of accountability of younger elementary students might be done to capture their sense of responsibility. On the opposite side, by surveying college-age young adults, results could be compared with our study to see if and when a shift toward more accountable and responsible behavior occurs. One of the purposes for our study was to find out when internet education/intervention would be most beneficial. A suggestion for a study design would be a pre survey, followed by an internet safety and responsibility and cyberbullying unit followed by a post survey comparing student accountablilty attitudes. The study could compare students at different ages to measure the success of such a lesson at specific grade levels.
 * Due to the relatively new technological advances and wide-spread use of these communication devices, as well as, the recent huge growth in internet availability and use, the current research is limited and short-term. The potential for investigating many aspects of teen use of technology and communication is sure to lead to many studies. While our study focused strictly on girls, it would be interesting to discover any differences in attitudes of internet accountability that boys may have. A common theme is that when boys are fighting, they may physically have an altercation, but then the incident is over. Girls, on the other hand, are more likely to resort to back-stabbing, rumors, and isolation to destroy their opponent's self-esteem. Additional research might look for similarities in cyberbullying between the sexes.

references

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References Anderson, T., & Sturm, B. (2007). Cyber bullying: From playground to computer. Young Adult Library Services, Winter, 24-27. Belsey, B (n.d.). www.cyberbullying.org -conceived of, and created by Bill Belsey. Retrieved February 7, 2007, Web site: http://www.cyberbullying.org/ Card, N. (2006). Shared targets for aggression by early adolescent friends. Developmental Psychology, 42(6), 1327-1338. Currie, D. H., Kelly, D. M. & Pomerantz, S. (2007). The power to squash people: Understanding girl's relational aggression. British Journal of Sociology and Education, 28 (1), 23-37. Franek, M. (2005). Foiling cyber bullies in the new wild west. Educational Leadership, December/January, 39-43. Keith, S., & Martin, M. (2005). Cyber bullying; Creating a culture of respect in a cyber world. Reclaiming Children and Youth, 13 (4), 224-228. Long, C. (2006). Sugar and Spice. NEA Today, May, 30-33. Strom, P., & Strom, R. (2005). When teens turn cyber bullies. Educational Forum, 70, 21-36. Vail, K. (2004). How girls get hurt: The quiet violence in your schools. American School Board Journal, 189 (8).