Bullying victimization is a very common, complex, and potentially damaging form of violence among children and adolescents. Bullying is defined as unwanted, aggressive behavior, which involves a real or perceived social power imbalance. One in 10 public schools reports at least one case of serious violent crime, such as aggressive bullying,…

The present study examined the association between students' perceptions of an equitable school climate and several psychosocial outcomes, and tested whether these associations were moderated by students' race and gender. Data from 57,027 6th-12th grade students were analyzed using three-level models. Students who perceived their school to have a…

This manuscript shares how one teacher education program is working to interrupt racist, xenophobic, homophobic, antisemitic, ableist, and sexist microaggressions and other forms of discrimination that occur in P-12 field experiences. In this article, we share our context, actions, and examples (i.e., critical cases) of microaggressions from…

Student-to-teacher bullying occurs in higher education, including community colleges. The purpose of this quantitative cross-sectional study was to determine whether community college instructors' self-reported experiences of student incivility/bullying, aggression, and unwanted sexual attention varied based on their gender and ethnicity while…

Providing a culturally responsive learning environment that allows students and faculty to feel safe and welcomed is essential. This action research study examined the harmful impact of microaggressions in the school and how providing targeted and comprehensive professional development sessions helped faculty members be able to acknowledge and…

This article describes minoritized college students' encounters with faculty-generated or -condoned racial and gender microaggressions in college classrooms. The Racial Microaggressions Model (Pérez Huber & Solorzano, 2015) and the Taxonomy of Gender Microaggressions (Capodilupo et al., 2010) were used to inform the experiences of…

The present study examined the association between students' perceptions of an equitable school climate and several psychosocial outcomes and tested whether these associations were moderated by students' race and gender. Data from 57,027 6th-12th grade students were analyzed using three-level models. Students who perceived their school to have a…

Background: Middle school victimization and problem behaviors often co-occur, but little is known about patterns of co-occurrence, or how long effects persist into adulthood. Objective: Drawing on general strain theory, this study aimed to identify sex-specific profiles of victimization and problem behaviors during middle school, and their…

Background: Being bullied online is associated with being bullied in school. However, links between online bullying and violence-related experiences are minimally understood. We evaluated potential disparities in these associations to illuminate opportunities to reduce school-based violence. Methods: We used five cohorts of Youth Risk Behavior…

Bullying bystanders' reactions are important for either stopping or perpetuating bullying behaviors. Given school-based bullying programs' focus on bystanders, understanding the associations between school-level factors and individual bystander responses can improve intervention efficacy. Data from 64,670 adolescents were used to examine bullying…

This qualitative intersectional narrative inquiry examined how Multiracial college students find sense of belongingin student organizations by negotiating multiple racial identities and locations in traditionally monoracial spaces.Multiracial students sought membership in organizations because they felt invisible at their institutions. To…

Although Black women are the fastest growing degree-granting recipients of higher education, academia is still a hostile environment for this population (Bell, Berry, Leopold, & Nkomo, 2021). Employing a sequential explanatory mixed methods research design and grounded in a transformative philosophical framework and Black feminist theory, this…

The academic literature suggests that the experiences of women and faculty of color are differentiated and have more complexity than other groups; however, the specific elements of the academic environment that create or perpetuate these experiences with regard to barriers are not widely explored. This study surveyed 60 tenured and tenure-track…

Teachers of color face marginalization and microaggressions that their White counterparts do not have to face. African American teachers experience microaggressions pathologizing their cultural values and communication styles, cultural/ethnic insensitivity, an ascription of their intelligence, and being treated as second-class citizens) that are…

Peer victimization is a widespread and heterogeneous phenomenon, especially during the transition to middle school, and is associated with numerous negative consequences. However, previous research is limited by variable-centric analyses and data manipulations that either fail to capture or mask the complexity of peer victimization many students…