Cyberbullying? Voices of college students

Angela Baldasare, Sheri A Bauman, Lori Goldman, Alexandra Robie

Research output: Chapter in Book/Report/Conference proceedingChapter

34 Citations (Scopus)

Abstract

In order to gain a rich understanding of the phenomenon of cyberbullying among college students, we conducted a series of focus groups on the campus of a large southwestern university. Employing a grounded theory approach to the data analysis, major themes emerged. The roles of sender, receiver, and audience member are very fluid in the cyber-environment. Misinterpretation and miscommunication can result in unintentional cyberbullying; audience comments can easily escalate a benign comment into a major incident. Focus group participants generally believed that the receiver's interpretation rather than the intent of the sender determines whether a communication constitutes cyberbullying. Because of the potential for misinterpretation of messages, anyone can be a (perhaps unintentional) cyberbully. Participants believed that the anonymity of the Internet encouraged cyberbullying, as did the desire for instant gratification and impulsivity. Students who are different in some way (race, ethnicity, sexual orientation, religion, and appearance) are perceived as being more vulnerable to being victimized in cyberspace, and students with high profiles (e.g., athletes and student government officers) were also noted as likely targets. Despite being able to describe the dynamics of cyberbullying in detail and provide numerous examples of it happening in the campus community, members of the focus groups were reluctant to characterize cyberbullying as a problem at their university and uncertain whether the university should intervene. They did, however, offer many suggestions that will be useful to universities seeking to develop policies, educational programs, and intervention strategies for their campuses.

Original languageEnglish (US)
Title of host publicationCutting-Edge Technologies in Higher Education
Pages127-155
Number of pages29
Volume5
DOIs
StatePublished - 2012

Publication series

NameCutting-Edge Technologies in Higher Education
Volume5
ISSN (Print)20449968
ISSN (Electronic)20449976

Fingerprint

Students
university
recipient
student
Group
anonymity
intervention strategy
sexual orientation
athlete
virtual reality
grounded theory
educational program
incident
data analysis
ethnicity
Religion
Internet
interpretation
Fluids
communication

ASJC Scopus subject areas

  • Education
  • Communication

Cite this

Baldasare, A., Bauman, S. A., Goldman, L., & Robie, A. (2012). Cyberbullying? Voices of college students. In Cutting-Edge Technologies in Higher Education (Vol. 5, pp. 127-155). (Cutting-Edge Technologies in Higher Education; Vol. 5). https://doi.org/10.1108/S2044-9968(2012)0000005010

Cyberbullying? Voices of college students. / Baldasare, Angela; Bauman, Sheri A; Goldman, Lori; Robie, Alexandra.

Cutting-Edge Technologies in Higher Education. Vol. 5 2012. p. 127-155 (Cutting-Edge Technologies in Higher Education; Vol. 5).

Research output: Chapter in Book/Report/Conference proceedingChapter

Baldasare, A, Bauman, SA, Goldman, L & Robie, A 2012, Cyberbullying? Voices of college students. in Cutting-Edge Technologies in Higher Education. vol. 5, Cutting-Edge Technologies in Higher Education, vol. 5, pp. 127-155. https://doi.org/10.1108/S2044-9968(2012)0000005010
Baldasare A, Bauman SA, Goldman L, Robie A. Cyberbullying? Voices of college students. In Cutting-Edge Technologies in Higher Education. Vol. 5. 2012. p. 127-155. (Cutting-Edge Technologies in Higher Education). https://doi.org/10.1108/S2044-9968(2012)0000005010
Baldasare, Angela ; Bauman, Sheri A ; Goldman, Lori ; Robie, Alexandra. / Cyberbullying? Voices of college students. Cutting-Edge Technologies in Higher Education. Vol. 5 2012. pp. 127-155 (Cutting-Edge Technologies in Higher Education).
@inbook{b675e853f1c742dea80605c0834da965,
title = "Cyberbullying? Voices of college students",
abstract = "In order to gain a rich understanding of the phenomenon of cyberbullying among college students, we conducted a series of focus groups on the campus of a large southwestern university. Employing a grounded theory approach to the data analysis, major themes emerged. The roles of sender, receiver, and audience member are very fluid in the cyber-environment. Misinterpretation and miscommunication can result in unintentional cyberbullying; audience comments can easily escalate a benign comment into a major incident. Focus group participants generally believed that the receiver's interpretation rather than the intent of the sender determines whether a communication constitutes cyberbullying. Because of the potential for misinterpretation of messages, anyone can be a (perhaps unintentional) cyberbully. Participants believed that the anonymity of the Internet encouraged cyberbullying, as did the desire for instant gratification and impulsivity. Students who are different in some way (race, ethnicity, sexual orientation, religion, and appearance) are perceived as being more vulnerable to being victimized in cyberspace, and students with high profiles (e.g., athletes and student government officers) were also noted as likely targets. Despite being able to describe the dynamics of cyberbullying in detail and provide numerous examples of it happening in the campus community, members of the focus groups were reluctant to characterize cyberbullying as a problem at their university and uncertain whether the university should intervene. They did, however, offer many suggestions that will be useful to universities seeking to develop policies, educational programs, and intervention strategies for their campuses.",
author = "Angela Baldasare and Bauman, {Sheri A} and Lori Goldman and Alexandra Robie",
year = "2012",
doi = "10.1108/S2044-9968(2012)0000005010",
language = "English (US)",
isbn = "9781780524566",
volume = "5",
series = "Cutting-Edge Technologies in Higher Education",
pages = "127--155",
booktitle = "Cutting-Edge Technologies in Higher Education",

}

TY - CHAP

T1 - Cyberbullying? Voices of college students

AU - Baldasare, Angela

AU - Bauman, Sheri A

AU - Goldman, Lori

AU - Robie, Alexandra

PY - 2012

Y1 - 2012

N2 - In order to gain a rich understanding of the phenomenon of cyberbullying among college students, we conducted a series of focus groups on the campus of a large southwestern university. Employing a grounded theory approach to the data analysis, major themes emerged. The roles of sender, receiver, and audience member are very fluid in the cyber-environment. Misinterpretation and miscommunication can result in unintentional cyberbullying; audience comments can easily escalate a benign comment into a major incident. Focus group participants generally believed that the receiver's interpretation rather than the intent of the sender determines whether a communication constitutes cyberbullying. Because of the potential for misinterpretation of messages, anyone can be a (perhaps unintentional) cyberbully. Participants believed that the anonymity of the Internet encouraged cyberbullying, as did the desire for instant gratification and impulsivity. Students who are different in some way (race, ethnicity, sexual orientation, religion, and appearance) are perceived as being more vulnerable to being victimized in cyberspace, and students with high profiles (e.g., athletes and student government officers) were also noted as likely targets. Despite being able to describe the dynamics of cyberbullying in detail and provide numerous examples of it happening in the campus community, members of the focus groups were reluctant to characterize cyberbullying as a problem at their university and uncertain whether the university should intervene. They did, however, offer many suggestions that will be useful to universities seeking to develop policies, educational programs, and intervention strategies for their campuses.

AB - In order to gain a rich understanding of the phenomenon of cyberbullying among college students, we conducted a series of focus groups on the campus of a large southwestern university. Employing a grounded theory approach to the data analysis, major themes emerged. The roles of sender, receiver, and audience member are very fluid in the cyber-environment. Misinterpretation and miscommunication can result in unintentional cyberbullying; audience comments can easily escalate a benign comment into a major incident. Focus group participants generally believed that the receiver's interpretation rather than the intent of the sender determines whether a communication constitutes cyberbullying. Because of the potential for misinterpretation of messages, anyone can be a (perhaps unintentional) cyberbully. Participants believed that the anonymity of the Internet encouraged cyberbullying, as did the desire for instant gratification and impulsivity. Students who are different in some way (race, ethnicity, sexual orientation, religion, and appearance) are perceived as being more vulnerable to being victimized in cyberspace, and students with high profiles (e.g., athletes and student government officers) were also noted as likely targets. Despite being able to describe the dynamics of cyberbullying in detail and provide numerous examples of it happening in the campus community, members of the focus groups were reluctant to characterize cyberbullying as a problem at their university and uncertain whether the university should intervene. They did, however, offer many suggestions that will be useful to universities seeking to develop policies, educational programs, and intervention strategies for their campuses.

UR - http://www.scopus.com/inward/record.url?scp=84886701040&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84886701040&partnerID=8YFLogxK

U2 - 10.1108/S2044-9968(2012)0000005010

DO - 10.1108/S2044-9968(2012)0000005010

M3 - Chapter

AN - SCOPUS:84886701040

SN - 9781780524566

VL - 5

T3 - Cutting-Edge Technologies in Higher Education

SP - 127

EP - 155

BT - Cutting-Edge Technologies in Higher Education

ER -