Bullying: Associations With Occupational Aspirations Among Adolescents

• In Event: 31.029 - New Directions in Research on Bullying and Homophobic Behavior

Abstract

Objectives: Studies have documented the adverse impact of bullying on mental health and physical health, as well as academic performance and educational success (Arseneault, Bowes, & Shakoor, 2010; Juvonen, Wang, & Espinoza, 2011; Kowalksi & Limber, 2013; Ponzo, 2013). The objective of this study is to examine whether the impact of bullying extends to an association with vocational aspirations among adolescents.

Perspectives: Adolescent future-oriented cognitions (including occupational aspirations) are predictive of adult educational attainment (Beal & Crockett, 2009), suggesting that these aspirations affect current behavior. However, prior research has not specifically investigated the association of occupational aspirations with experiences of bullying and peer victimization.

Methods: Data on school bullying and occupational aspirations were collected from 265 6th-8th grade students in an urban school as part of school safety planning efforts.

Data sources: To assess occupational aspirations we asked students: “What are some occupations (jobs) that you are considering for the future?” We assigned each occupation a Prestige Score using the National Opinion Research Center Census Occupational Classification, a coding scheme that has been used in other studies of adolescent occupational attainment (Melby et al., 2008). Using this classification system, each occupation is assigned a score based on the prestige of the position and level of education required (e.g., cashiers are assigned low scores, physicians are assigned high scores). If students listed multiple occupations, we coded the first on their list. Two hundred thirty five students provided responses that could be coded.

Students reported on their bullying experiences using the California Bully Victimization Scale (Felix et al., 2010), with 1/3rd of students reporting that they had been bullied. Respondents also reported whether they missed school to avoid being bullied and their attitudes toward teasing and bullying (e.g., “When a kid is being teased, I stick up for him or her). The mean response to attitudes toward teasing questions was calculated for each participant.

Results: The most commonly selected occupation was Athlete (17.9%), followed by police/detective (6.4%), and teacher (6.4%). Prestige scores were not significantly associated with being a victim or perpetrator of bullying. However, students who reported that they missed school to avoid being picked on or bullied reported significantly lower prestige scores (M = 54.1, SD = 15.5) than their peers (M = 60.9, SD = 15.6; t-test = 2.26, p = .025). Students who tried to intervene to help others who were bullied reported higher prestige scores (M = 60.9, SD = 15.3) than their peers (M = 55.7, SD = 17.2), a difference that approached statistical significance (t-test = -1.71, p = .089). Further, positive attitudes about helping others who were teased were significantly associated with increased prestige scores in a model controlling for grade, gender, and LGBTQ status (B = 0.15, p = .046).

Significance: Findings indicate that experiences of bullying victimization and perpetration themselves are not associated with occupational aspirations, but that students with greater occupational aspirations were more likely to report intervening in instances of bullying and supporting students who were teased.

Authors

• Melissa K. Holt, Boston University

• Chelsey Bowman, Boston University