Effects of student participation and teacher support on victimization in Israeli schools: An examination of gender, culture, and school type

Roxana Marachi, Ron Avi Astor, Rami Benbenishty

Research output: Contribution to journalArticlepeer-review

25 Scopus citations

Abstract

Much of the research literature on school violence has focused narrowly on individual characteristics of troubled youth, without careful examination of contextual factors that might influence violence and victimization in school settings. This study examines the associations among Student Participation in Decision-Making in their Schools, Teacher Support, and Student Victimization (by students and staff members) in a nationally representative sample of 10,254 students in 164 junior high and high schools in Israel. Data were analyzed using structural equations modeling for full group analyses and for group comparisons of patterns among junior high, high school, male, female, and Jewish and Arab students. Across all models, higher levels of teacher support were associated with lower rates of victimization. Participation in Decision-Making was also related to Victimization, with varying patterns depending on students' gender and ethnicity. Theoretical and social cultural factors contributing to these gender and cultural differences are discussed. The general findings are consistent with the research literature on teacher support, however they raise future research questions about culture and gender effects when considering participation and school contexts.

Original languageEnglish
Pages (from-to)225-240
Number of pages16
JournalJournal of Youth and Adolescence
Volume36
Issue number2
DOIs
StatePublished - Feb 2007
Externally publishedYes

Bibliographical note

Funding Information:
Acknowledgment The authors would like to thank the many students, principals, teachers, supervisors, and administrators who generously gave their time and support to make this research possible. The study was funded by a grant from the Israeli Ministry of Education to Ron Astor and Rami Benbenishty.

Funding

Acknowledgment The authors would like to thank the many students, principals, teachers, supervisors, and administrators who generously gave their time and support to make this research possible. The study was funded by a grant from the Israeli Ministry of Education to Ron Astor and Rami Benbenishty.

FundersFunder number
Israeli Ministry of Education

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