Взаимосвязь аккультурации и буллинга в российских школах

Вопросы образования. 2022. № 2. С. 33–59.

Bushina E., Muminova A.

Russian schools have been characterized by its ethnic diversity over the past decade. Children from ethnic minorities in Russia face problems in accul- turation, including school bullying. The purpose of this article is to deter- mine the relationship between the acculturation strategies of ethnic minori- ty students, acculturation expectations of Russian students, and their roles in school bullying situations. We conducted a social psychological survey among a sample of 429 students, 200 of whom were Russian (Mage = 16.18, SDage = = 1.43) and 229 were members of ethnic minorities (Mage = 15.67, SDage = 1.65). It was used scales from the MIRIPS and the Revised Olweus Bully Victim Question- naire (Russian version). The results of the study showed significant differences in the level of victimization. It was also found that acculturation expectation of segre- gation was positively related to victimization (β = 0.24, p-value < 0.01), and aggres- sion (β = 0.18, p-value < 0.01) among Russian students, whereas acculturation strat- egy of segregation was positively related to victimization (β = 0.40, p-value < 0.01), assimilation strategy positively (β = 0.07, p-value < 0.01), and integration strategy negatively (β = –0.05, p-value < 0.05) related to aggression among ethnic minori- ties. The results of the study are discussed in terms of a sociocultural approach us- ing psychological theories and research.

Keywords: адаптация, acculturation, adaptation, Russian students, аккультурация мигрантов, буллинг, bullying, русские школьники

Publication based on the results of: Values, intercultural and socio-economic interaction in the context of ethnic diversity and the COVID-19 pandemic (2022)