Author

Kali Fedor

Date of Award

Summer 8-2019

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Professional Studies in Education

First Advisor

Kelli Jo Kerry-Moran

Second Advisor

Joann Migyanka

Third Advisor

Susan Sibert

Abstract

This mixed-methods case study examines the self-reported memories of college freshmen related to the factors that impeded their decision of whether to report instances of bullying that occurred while they were in high school. These factors are further explored in the specific areas related to whether the type of bullying, relationship status with the bully, or trust with teachers has an impact on the willingness of participants to report bullying to the school.

This study utilizes both survey and semi-structured interviews as data sources to give a complete picture of the case. Survey data is analyzed through descriptive statistics, frequency tests, chi-square, one-way ANOVA, and t-tests (paired-samples and independent-sample). Interview data is analyzed through coding of information into emergent themes.

Analysis of study data indicates that the top factors impeding a high school student’s decision for whether to report bullying or not include, “they only heard about it but never saw it,” “it wasn’t any of their business,” “teasing is a normal part of high school,” and “nothing was done when other peers reported similar events.” During the analysis of interview data, the themes of safety, morality, school non-action, fear, and lack of information emerged. The type of bullying, relationship status with the bully, and trust with a teacher were all found to have an impact on whether a participant reported bullying to the school.

Available for download on Monday, January 13, 2020

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