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Individual and Contextual Correlates of Latent Bystander Profiles toward Racist Hate Speech: A Multilevel Person-centered Approach.
Wachs, Sebastian; Wettstein, Alexander; Bilz, Ludwig; Espelage, Dorothy L; Wright, Michelle F; Gámez-Guadix, Manuel.
Afiliación
  • Wachs S; Institute of Education, University of Münster, Münster, Germany. swachs@uni-muenster.de.
  • Wettstein A; Institute for Research, Development and Evaluation, Bern University of Teacher Education, Bern, Switzerland.
  • Bilz L; Department of Health Sciences, Brandenburg University of Technology Cottbus-Senftenberg, Brandenburg, Germany.
  • Espelage DL; School of Education, University of North Carolina at Chapel Hill, Chapel Hill, USA.
  • Wright MF; Department of Psychology, Indiana State University, Terre Haute, USA.
  • Gámez-Guadix M; Department of Psychology, Autonomous University of Madrid, Madrid, Spain.
J Youth Adolesc ; 53(6): 1271-1286, 2024 Jun.
Article en En | MEDLINE | ID: mdl-38499822
ABSTRACT
Prior research into bystander responses to hate speech has utilized variable-centered analyses - such approaches risk simplifying the complex nature of bystander behaviors. Hence, the present study used a person-centered analysis to investigate latent hate speech bystander profiles. In addition, individual and classroom-level correlates associated with the various profiles were studied. The sample included 3225 students in grades 7-9 (51.7% self-identified as female; 37.2% with immigrant background) from 215 classrooms in Germany and Switzerland. The latent profile analysis revealed that four distinct profiles could be distinguished Passive Bystanders (34.2%), Defenders (47.3%), Revengers (9.8%), and Contributors (8.6%). Multilevel logistic regression models showed common and distinct correlates. For example, students who believed that certain social groups are superior were more likely to be Revengers and Contributors than Passive Bystanders, students who felt more connected with teachers were more likely to be Defenders, and students who were more open to diversity were less likely to be Contributors than Passive Bystanders. Students were less likely Defenders and more likely Revengers and Contributors than Passive Bystanders in classrooms with high rates of hate speech perpetration. Further, in classrooms with high hate speech intervention, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In classrooms with stronger cohesion, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In conclusion, the findings add to our understanding of bystander profiles concerning racist hate speech and the relevance of individual and classroom-level factors in explaining various profiles of bystander behavior.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes / Racismo Límite: Adolescent / Child / Female / Humans / Male País/Región como asunto: Europa Idioma: En Revista: J Youth Adolesc Año: 2024 Tipo del documento: Article País de afiliación: Alemania Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
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XML
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes / Racismo Límite: Adolescent / Child / Female / Humans / Male País/Región como asunto: Europa Idioma: En Revista: J Youth Adolesc Año: 2024 Tipo del documento: Article País de afiliación: Alemania Pais de publicación: Estados Unidos