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Socioeconomic status and social support as correlates of bullying victimization in Brazil and Spain: Evidence from PISA 2022
Thu, September 12, 8:00 to 9:15am, Faculty of Law, University of Bucharest, Floor: Ground floor, Room 1.11Abstract
School violence is a diverse topic. Therefore, researchers have worked to define the field’s limits by focusing on the theories and methods that define the field. In this sense, bullying became a central category in the 2000s after Olweus (1997) defined it as an act intended to cause harm that occurs repeatedly and between peers in unequal positions of power.
With this in mind, this study investigates the correlates of self-reported bullying by students who took PISA 2022 in Brazil and Spain. Comparing these countries is justified. Brazil has more school coexistence problems (TALIS, 2013). However, Spain has low student misbehavior levels and has many programs to prevent it (Córdoba Alcaide; Del Rey; Ortega-Ruiz, 2014; Gálvez-Algaba; García-González, 2022).
We analyzed the quantitative data using linear regression models. The response variable was a bullying victimization scale. The covariates correspond to individual, family, and school factors. The key variables were those relating to social support from family and teachers, which are indicated in the literature as protective factors against bullying (Gutiérrez; Herráiz, 2020). The results show that bullying is driven by different factors in each country. In Spain, female students were more likely to be victims. Family socioeconomic status (SES) is associated with greater victimization by bullying in Brazil, whereas Spanish students with lower SES are more exposed to this type of violence.
Regarding support variables, among Spanish students, parental support reduces victimization. In Brazil, teacher support in academics plays this role. The results show an important link. It is between victimization, school conditions, and family SES. This indicates that Brazillian social inequality implies the need for the theme of bullying to be contextualized on socioeconomic factors, especially in studies that seek to build a comparative perspective.