Gender Role and Physical Bullying among School Adolescents in Nepal

Pepsi

Abstract: The study purposed to examine the relationship between the degree of bullying with reference to gender. Gender was entered into ANOVA as independent variable, whereas, physical bullying was dependent variable. The results showed that boys had reported higher mean scores of physical bullying than girls. It supports the hypothesis that boys would report significantly higher mean scores of physical bullying than girls. The result clearly shows that boys have higher mean scores of physical bullying than girls; boys have 13.750 mean scores and girls 10.910.

Keywords: bullying, gender, physical bullying

Introduction

Intentional as well as continual acts which take place between the same age, grade or position, where there is imbalance of power in case of physical or verbal skills is defined as bullying. This is also known as aggression. It occurs with influence of social networks: if someone has stronger group of friends (Francine Delany, 2013, p. 2). School bullying that takes place between the class mates, at school or during the school activities. It may take place during off school hours like way to home or school. Occasional attack for belongings or dispute on specific issue is not considered as bullying. To be bullying, a student or group intentionally and repeatedly attack other student either physically, verbally or indirectly (Quiroz, Arnette, & Stephens, 2006, p. 1). According to Olweus (1991) bullying is “an individual is a victim of bullying when he or she is exposed repeatedly over time to negative actions by one or more individuals and is unable to defend him or herself, excluding cases where two children of similar physical and psychological strength are fighting (Gladden, Vivolo-Kantor, Hamburger, & Lumpkin, 2014, p. 4)”.

            Given the high prevalence and negative consequences of bullying and aggressive behaviour in schools (Rigby A. , 1996) and widespread efforts to counteract bullying (Shute & Charlton, 2006), it is clear that social scientists and educators have an ongoing duty to look into these phenomena. There is sufficient evidence illustrating the possible unfavourable health effects of bullying and other aggressive behaviour upon victims (Rivers I. , 2004). For example, some of the investigations found that those suffering peer victimization are more likely to know anxiety, depression, suicidal ideation, physical and psychological distress, low self-esteem, and social dysfunction (Rigby K. , 2001). The ill effects of aggression and bullying can also extend beyond the peer group. Olweus (1991) observes that, in addition to the immediate victims, others (such as parents, teachers, or siblings) often become recipients of the typical bully’s aggressive behaviour and that those who bully are more likely to display criminal behaviour (Rigby & Cox, 1996). Such issues are clearly of great and immediate social concern.

Rigorous research into the possible causes and correlates of aggression and bullying will support in the planning, execution, and care of effective interruptions. For example, it is commonly thought that those who act aggressively do so as a result of low self-esteem and that using aggression is one way for these individuals to boost their self-esteem (Anderson E. , The code of the streets, 1994, May). It therefore seems apparent that interventions that advance self-esteem may lead to reduced levels of aggression (Haney & Durlak, Changing self-esteem in children and adolescents: A meta-analytic review, 1998). Conversely, given that some researchers now believe that it is certain types of high self-esteem that provide to certain individuals behaving aggressively (Baumeister, Smart, & Boden, Relation of threatened egotism to violence and aggression: The dark side of high self-esteem, 1996), implementing strategies to increase self-esteem may in reality be counterproductive.

Rigby states that gender differences in bullying and victimization have been a popular area of research (2008). In explaining gender differences in social behaviour, Eagly (1987) suggested a social role theory, according to that people act in a manner that is consistent with their gender roles. From social divisions such roles have been arisen, relating to domestic as well as work-related roles, such that females primarily perform domestic and child rearing duties and are more likely to fill positions in the workplace that are communal in nature for example, nurse, teacher. Through experiencing and enacting gender roles, males and females advance different attitudes, skills, and expectancies resulting in behaviour patterns that differ according to those gender-roles. Consequently, there are normative expectations that males are more agentic for example, instrumental, masculine, and females are more communal. For example, they are expressive, feminine, with these gender norms passed on through socialization processes to future generations (Archer, 2004).

There are supporting reviews for social role theory which explain gender differences in aggression. It can be found in meta-analytic reviews of research based both in the laboratory and in real-world settings. Bettencourt and Miller (1996) assessed the effect of provocation on gender differences in aggression in experimental studies. They found that social role theory was generally supported although provocation reduced the effect of gender role norms, thereby reducing gender differences in physical and verbal aggression. In effect, females’ aggression levels approached those of males under conditions of provocation, suggesting that gender differences may not be clear-cut. Citing Maccoby and Jacklin (1974), the authors proposed that biological influences might explain gender differences whereby males possess a greater aggressive readiness. Bettencourt and Miller also suggested that, in conjunction with these biological determinants, gender role norms might further predispose males to aggress in ambiguous situations or when provocation is low, whereas female gender roles may inhibit aggression in such situations. It is possible to illustrate gender differences in what children consider to be appropriate behaviour, providing at least face value support for social role theory.

A survey of second through fourth grade children (N = 293) found that not only were boys more physically aggressive than girls, but that boys also believed physical aggression to be more acceptable across a range of targets (i.e., adults and girls) and circumstances (e.g., when out of control) than did girls (Huesmann, Guerra, Zelli, & Miller, 1992).

Methodology

There are mainly two research approaches: deductive and inductive. The deductive approach – known as testing a theory, in which the researcher develops a theory or hypotheses and designs a research strategy to test the formulated theory. The inductive approach – known as building a theory, in which the researcher starts with collecting data in an attempt to develop a theory. The present study has applied the deductive research approach.

The design of the main study was correlational.  It employed a pen and paper self-report survey. The survey had four separate instruments. The four instruments were bullying, victimization, personal self-esteem and narcissism. There are a number of research designs. Among them why the researcher chose the correlational one is that especially in the quantitative type of research where two or more than two variables are existed correlational design is suitable (Thompson, Diamond, McWilliam, Synder, & Synder, 2005).

The total participants of the study were 936 from 15 government funded schools and 15 private schools of Kathmandu District, Nepal. Kathmandu is the capital city that represents the nature of almost population of Nepal.  Among the total participants boys were 469 (50.1%) and girls 467 (49.9%). The following table no. 3.1 shows the gender wise participants.

Results

The following table shows the results of gender-wise mean scores of physical bullying. Gender was entered as independent variable, whereas, direct bullying, direct, indirect, verbal victimization, global personal self-esteem and narcissism were dependent variables. The following table no. 5 shows that boys have higher mean scores of physical bullying than girls; boys have 13.750 mean scores and girls 10.910. It supports the hypothesis that boys would report significantly higher mean scores of physical bullying than girls.

Table 1: Gender-wise mean scores of physical bullying

	N	Mean	Std. Deviation	Std. Error	95% Confidence Interval for Mean		Minimum	Maximum
					Lower Bound	Upper Bound
Boys	469	13.750	4.25868	.19665	13.3641	14.1370	7.00	35.00
Girls	467	10.910	2.74301	.12693	10.6606	11.1595	7.00	23.00
Total	936	12.330	3.85319	.12595	12.0862	12.5805	7.00	35.00

           

Thus, hypothesis predicted that boys would report significantly higher mean scores of direct bullying than girls, and results presented clearly support for this hypothesis. These results correspond with those of Owens and MacMullin (2005) who used a peer-estimation method based on the DIAS (Bjorkqvist, Lagerspetz, & Osterman, 1992) found that boys used significantly more physical bullying than girls. This finding corresponds with those of Paquette and Underwood, Galen & Paquette (2001) who also found that boys reported experiencing significantly more physical aggression than girls.

Conclusion

A series of analysis of covariance (ANOVA) tests was performed to test the hypothesis. Gender was entered into ANOVA as independent variable, whereas, physical bullying was dependent variable. The results showed that boys had reported higher mean scores of physical bullying than girls. It supports the hypothesis that boys would report significantly higher mean scores of physical bullying than girls. The result clearly shows that boys have higher mean scores of physical bullying than girls; boys have 13.750 mean scores and girls 10.910.

Bibliography

Anderson, E. (1994, May). The code of the streets. Atlantic Monthly , 273, 80-90.

Archer, J. (2004). Sex differences in aggression in real world settings: A meta-analytic review. Review of General Psychology , 8, 291-322.

Baumeister, R. F., Smart, L., & Boden, J. (1996). Relation of threatened egotism to violence and aggression: The dark side of high self-esteem. Psychological Review , 103, 5-33.

Bettencourt, B. A., & Miller, A. (1996). Gender diferences in aggression as a function as provocation: A meta-analysis. Psychological Bulletin , 119, 422-447.

Bjorkqvist, K., Lagerspetz, K. M., & Osterman, K. (1992). Direct and Indirect Aggression Behavior (DIAS). VASA, Finland: Department of Social Sciences. Abo Akademi University.

Eagly, A. (1987). Sex differences in social behavior: A social role interpretation. Hillsdale, NJ: Lawrence Erlbaum.

Francine Delany. (2013). Parent Handbook. Retrieved November 22, 2014, from fdnsc.net/parents/parent-handbook

Gladden, R. M., Vivolo-Kantor, A. M., Hamburger, M. E., & Lumpkin, C. D. (2014). BULLYING SURVEILLANCE AMONG YOUTHS:UNIFORM DEFINITIONS FOR PUBLIC HEALTH AND RECOMMENDED DATA ELEMENTS. Atlanta, Georgia: Centers for Disease Control and Prevention.

Haney, P., & Durlak, J. (1998). Changing self-esteem in children and adolescents: A meta-analytic review. Journal of Clinical Child Psychology , 27, 423-433.

Huesmann, L. R., Guerra, N. G., Zelli, A., & Miller, L. (1992). Differing normative beliefs about aggression for boys and girls. In K. Bjorkqvist, & P. Niemela (Eds.), Of mice and women: Aspects of female aggression (pp. 77-87). San Diego, CA: Academic Press.

Maccoby, E. E., & Jacklin, C. N. (1974). The psychology of sex differences. Stanford, CA: Stanford University Press.

Olweus, D. (1991). Bully/victim problems among schoolchildren: Basic facts and effects of a school based intervention program. In D. Pepler, & K. Rubin (Eds.), The development and treatment of childhood aggression (pp. 411-448). Hillsdale, NJ: Lawrence Erlbaum.

Owens, L., & MacMullin, C. E. (2005). Gender differences in aggression in children and adolescents in South Australian schools. International Journal of Adolescence and Youth , 6, 21-35.

Quiroz, H. C., Arnette, J. L., & Stephens, R. D. (2006). What is school bullying? In H. C. Quiroz, J. L. Arnette, & R. D. Stephens, Bullying In Schools: Fighting the Bully Battle (pp. 1-3). California: National School Safety Center.

Rigby, A. (1996). Bullying in Schools: And what to do about it. Melbourne: Australian Councils for Educational Research.

Rigby, K. (2008). Children and bullying: How parents and educators can reduce bullying at school. Victoria: Blackwell Publishing.

Rigby, K. (2001). Health consequences of bullying and its prevention in schools. In J. Juvonen, & S. Graham (Eds.), Peer harassment in schools: The plight of the vulnerable and victimized (pp. 310-331). New York: Gulford Press.

Rigby, K., & Cox, I. (1996). The contribution of bullying at school and low self-esteem to acts of deliquency among Australian teenagers. Personality and Individual Differences , 21, 609-612.

Rivers, I. (2004). Recollections of bullying at school and then long-term implications for lesbians, gay men, and bisexuals. Crisis: The Journal of Crisis Intervention and Suicide Prevention , 25, 169-175.

Shute, R., & Charlton, K. (2006). Anger or compromise? Adolescents' conflict resolution strategies in relation to gender and type of peer relationship. International Journal of Adolescence and Youth , 13, 55-69.

Thompson, B., Diamond, K. E., McWilliam, R., Synder, P., & Synder, S. W. (2005). Evaluating the Quality of Evidence from Correlational Research for Evidence-Based Practice. Exceptional Children , 71 (2), 181-194.

Underwood, M. K., Galen, B. R., & Paquette, J. A. (2001). Top ten challenges for understanding gender and aggression in children: Why can't we all just get along? Social Development , 10, 248-266.

THE BRAVE LITTLE PARROT

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The story teaches us that courage is the most powerful weapon in danger. The story also teaches that if we sacrifice ourselves for the sake of others, god will help in our effort to accomplish our task.

b. write the four levels of interacting with the text “The Brave little parrot”.

Literal Comprehension: Once Buddha was born as a little parrot. In the forest where various animals and birds lived. While all the creatures were spending happy life, a storm and lightening turned the forest into fire. Helpless animals and birds were trapped in the fire. It was terrible picture where birds and animals were crying for help. Seeing that situation the little parrot started to put out the fire by dipping into river and spreading the drops of water into the fire. Though it got burnt all parts of his body the parrot still continued doing the work. Seeing such foolishness of parrot Gods in heaven laughed. But one of the Gods became ready to help him by changing himself into a golden eagle. The parrot didn’t like eagle’s advice rather help when the eagle told the parrot to stop doing that work. So,the eagle began to weep weave upon weave until the fire was put out completely. By the mercy of God all the animals and plants were saved in that forest and there was greenery everywhere. All the animals expressed their gratitude to brave little parrot that saved them.

Interpretation: Since the story is based on Buddhist Legend it tells much about human kindness,love and help. It tells us we should love and help as far as we car selflessly. It we do selfless help, God loves us. Again, another meaning can be that we should always struggle a lot whether it is fruitful or not. Keep on doing struggle but don't expect the fruit is its lesson. The good deeds of parrot are praiseworthy that are seen by the god as well. Those who have experienced the bitter life or suffering can understand others well. So rich and aristocratic people never understand the actual pain of poor and common people.

Critical thinking: The story teaches us to do selfless service and help to other as moral lesson. Though in philosophy such concept is suitable and impressive but in our practical life such feeling  is impossible because people don't have strong faith on God. Some disagreeing points are: (a)  Is it possible for a man to be born as a parrot ? (b) Do we really believe on the existence of god ? (c) Can pouring tear put out forest fire? Besides these some of the confusing points the story has praiseworthy ideas. Teaching human to help others selflessly and be kind and helpful are humane. This aspect of this story is really acceptable and heart touching one.

Assimilation : I got extreme influence after reading this story "The Brave Little Parrot" and knew that we must be like the little parrot. While innocent and poor people are doing honest and dutiful works but so called reach people do everything with selfish motive. Reach are indifferent to the suffering of poor. Still the right conduct of parrot teaches us more to do similar type of behaviours in our life as will. If we help others without selfish nature, there will be someone ready to help us. These concept germinated or came in me after reading these mythological story "The Brave Little Parrot". 

Yudhisthira's Wisdom

Yudhisthira's Wisdom (Source: The Mahabharata)

The story is about the importance of patience, obedience to god's wisdom and right conduct without which Pandava brothers would have been lost. Furthermore, righteousness makes us feel good even after our death.

b. Apply the four levels of reading of text Yudhisthira’s Wisdom’

Literal Comprehension: Once in the exiled period five Pandav brothers grew thirty while running after a deer in the forest of Yaksha. In the hot weather they were tired and thirsty Yudisthira sent his youngest brother Sahadeva in search of water. He came across a beautiful pond and ready to drink water hurriedly. Some voice stopped him from drinking until he could have given his questions’ answers. Thinking it might be fancy he drank water. He sooner got fainted. Similarly, Nakula, Bhima and Arjuna got the same fate lastly Yudhisthira himself went and found such condition of brothers. He waited admonition form drinking water after listening similar. He gave the answers of all questions asked by Yaksha until Yaksha became pleased. He promised to restore one of the brothers. For that Yudhisthira preferred Nakala with much pleasing reason. So Yaksha being happy restore all his brothers and gave blessing for easy and comfortable life of remaining exiled period.

Interpretation: This mythological story is taken from Mahabharata. The righteousness of Yudhisthira is the central point of this story. It focuses on wisdom; patience and loyalty to God are great human qualities. If we conduct any work rightly that has creative result. The story seems to tall that we must be faithful and honest on our work. If we have selfish and careless attitude, that ruins our personality in particular and humanity in general. Again, the reasonable and philosophical answers of the questions given by Yudhisthira can be knowledgeable. The due respect and love to the brother becomes another important meaning of this story.

Critical Thinking: The charming table of Mahabharata seems to be philosophical and knowledge to any reader. Despite of its morality and simplicity of language there are some contradictory points in this story. At present, there  is a question over the existence of God. Some disagreeing points can be given asking question like:(a) can we see Yaksha in our life? (b)can sun shine with God’s power? (c) Do god exist really? (d) Is it true having less anger means being happy? Etc. Still we can learn many more philosophy from this story.

Assimilation: Reading this text gave me new awareness. To be true human, we must have wisdom and righteousness. We learn that we should forsake pride, anger, desires,etc.to be happy and satisfied in our life. I have learnt to change myself changing my thinking as well.

c) Write the story Yudhisthira’a wisdom from Yaksha’s point of view.

Once I (Yaksha) was taking rest sitting near the pool of my place. Suddenly, a man came near the pool and became ready to drink water. I ordered him not to drink until he had given the answers of my questions. He was Sahadeva who disobeyed me and started to drink water. Soon he became unconscious. Similarly, Nakula, Bhima,Arjuna came and tried  to drink water without giving answers of my questions. So all of them lay unconscious near pool. After that Yudhisthira came but became sad seeing the condition of his brothers. When he was about drink water I warned him not to drink to until he could have given the answers of my questions. I asked him: “what makes the sunshine?” he answered the ‘power of god’. “What is the surest weapon against danger?”  was second question. He answered that was ‘courage’. Again, I asked: “what gives more to man than earth?” He answered the ‘mother’. “What makes man happy when he gives up?” was the next question. He said ‘anger’. Similarly, desire was his answer for my fifth question. I was happy by his answers so I liked to relive one of the brothers. Then Yudhisthirs proposed to Nakula not Bhima and Arjuna. That made me more pleased. Then I relived all of the brothers. I blessed them for comfortable rest of the exiled period. I was actually Yama who got real exam of Yudhisthira.

INVITATION

• INVITATION
• Shel Silverstein, USA (1930-1999)
• Flax-Golden
• The speaker/persona requests every kind of reader to become a dynamic or creative reader in this poem.
• a)      Write the four levels of interacting with the text "Invitation".
• Literal Comprehension: This poem "Invitation" has been composed by 20^th century American poet Shel Silverstein. The speaker in the poem invites different persons with different natures with them to accompany with her. He invites the readers who are imaginative as dreamers or even liars who always tell a lie. Hopers who for something are prayer of religious deities or persons with magical power are invited to her. He even invites to the pretenders who pretend to be superior or greater to others. So who ever the readers are all are invited by the speaker to sit by him to spin Flex Golden Tales. The tales are more colorful and very much imaginative, adventurous and with many more outstanding qualities. He invites the readers for four times to accompany him unfolding Flax-Golden Tales.
• Interpretation: The poem "Invitation" might be trying to create a good readerships in young generation. Modern young people are not so much interested  in reading and enjoy in the literatures. May be they haven't properly been invited to read. Not being interested in reading the children are more pretenders, liars, magic been players and so on. when they have inner desire for study they will start to read and will be co-readers to spin, colourful Flax-Golden Tales. The speaker's intension seems to make readers and other people to be more imaginative, creative and have fun in literatures.
• Critical Thinking: The basic intension of the poem seems to make people more creative and productive making a good habit of study. It has easily drawn the attention of different readers. With the repetitive structural pattern the poet seems to be able to convince the readers to go with him to spin some beautiful stories and nice pieces of literatures. The multiple use of 'come' has focused much on the importance of reading and value of good reader. How can one be more creative and interested in literatures if there is no passion with him? Only invitation without interest becomes useless. Still the poem seems to rise some keen interest for reading.
• Assimilation: Before reading this poem I didn't gave keen passion to literature. I had much interest in music, song and sports I used to think literature doesn't do any practical thing in our life. When I read this poem, I got an vision that literature, creative works are also the main sources of internal entertainment or happiness, Dreamer, liar, pretender, prayer all could be adjusted in the vast arena of literature. To spin Flex-Golden tales inspired me to enjoy the world of imagination, creativity, and vision, Our life can't always be charming if we don't love reading by heart.

Maths question

Mid Term Examination-2071

Grade: VI                                                                          F.M. : 100

Sub: C. Maths                       Time: 3hrs                            P.M. : 40

 

Group 'A' (8´1=8)

1.    a.     Write the set operation of set represented by the shaded diagram.

 

       b.    Write the cardinal number of the set P={X: X is a prime number, X<10}

2.    a.     Find the cube of 18

       b.    How many meters are there in 85.5 cm?

3.    a.     Round off to 3 decimal place (d.p) of 8.10975.

       b.    Find the product of 3pqr and p²q²r.

4.    a.     If a⁰ and 60⁰ make a angle of half turn. Find the size of P⁰.

       b.    In the adjoining figure PQ½½RS. Find the value of x.

 

Group 'B' (2´18=36)

5.    a.     Write all possible subset of the set A={x,y,z}

       b.    If a is at tens place and b is at ones place. Write the number formed by these digits.

6.    a.     Find the L.C.M. of 36, 48 and 60.

       b.    Find the cube root of 5832.

7.    a.     Simplify:  .

       b.    Find the ratio between 45cm and 1m.

8.    a.     If the cost of 1 dozen of exercise books is Rs. 186.60. Find the cost of 1 exercise book.

       b.    Find the product and write the answer to 3 decimal places of 1.053×2.4

9.    a.     If 5,4,15 and x are in proportion, find the value of x.

       b.    Subtract:  3ab-2bc+5 from 8ab-2bc-3

10.  a.     Multiply:  (x-2) (x²=2x+3)     b. Simplity5p²-2q²+2p²-3q²+p²q²

11.  a.     If x=a+3 and y=2a, show that xy= 2a²+6a.

       b.    Divide: (12x³+18×2)÷6×2

12.  a.     If x⁰ and (x+10⁰) are adjoin angle in linear pair, find them.

       b.    Construct 45⁰ angle by using compasses.

13.  Find the size of unknown angles.

       a.                                                 b.

Group 'C' (4´14=66)

14.  If A={,2,3,5,7} and B={3,6,9}, Find AÈB and AÇB. Illustrate them in venn-diagrams.

15.  Find the greatest number of students to whom 36 apples and 54 mangoes can be equally divided. How many apples and mangoes will each get?

16.  Mr. Shrestha earns Rs 12000 in a month. He spends  parts of his earning to run his family.

       i. How much money does he spend to run his family?

       ii. How much money does he save in a month?

17.  Simplify:

      

18.  The ratio of the age of a father and his son is 4:1. If the present age of the father is 36 years. Find the present age of the son.

19.  Simplify:

20.  If y=3x+1 and x is a variable on the set B={1,3,5}, find the possible values of y.

21.  If a=(3x-4) and b=(3x+4), show that

22.  Find the quotient. (a²-13a+42)÷(a-6)

23.  Copy the diagram and calculate the size of a⁰, b⁰ andc⁰. What is the sum of the angles of the triangle?

 

24.  Find the size of unknown angles of the following figures.

       a.                                                 b.

25.  Construct an equilateral triangle whose each side is 5.5cm.

26.  The number of students in the primary level of a school are given below. Draw a bar graph to represent the data.

Classes	1	2	3	4	5
No. of students	35	30	40	25	20