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An Examination of Peer Victimization and Internalizing Problems through a Racial Equity Lens: Does School Connectedness Matter?

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  • Danielle R. Eugene

    (School of Social Work, University of Texas at Arlington, Arlington, TX 76019, USA)

  • Jandel Crutchfield

    (School of Social Work, University of Texas at Arlington, Arlington, TX 76019, USA)

  • Erica D. Robinson

    (School of Social Work, University of Texas at Arlington, Arlington, TX 76019, USA)

Abstract

Although research has given ample consideration to the association between peer victimization and internalizing problems, little is known about the mediating and moderating influences on this relationship. This study investigated whether peer victimization at age 9 indirectly related to internalizing problems at age 15 via school connectedness and whether the direct and indirect associations between peer victimization and internalizing problems were moderated by race. Data were drawn from the Fragile Families and Child Wellbeing Study, which included 2467 adolescents. The sample was equally divided between male and female and 82% identified as Black and Hispanic. Results indicated that the predictive effect of peer victimization over a 6-year period on teen depression and anxiety was explained by increased school connectedness. Furthermore, there was a moderating effect of race on the direct effect of school connectedness and teen depression and anxiety. For both White and ethnic minority youth, increased school connectedness was associated with less teen depression and anxiety. However, this effect was weaker for ethnic minority students in comparison to White students in both moderated mediation models. The moderated mediation results for teen anxiety showed a greater differential effect among race. The findings have important implications, which are discussed.

Suggested Citation

  • Danielle R. Eugene & Jandel Crutchfield & Erica D. Robinson, 2021. "An Examination of Peer Victimization and Internalizing Problems through a Racial Equity Lens: Does School Connectedness Matter?," IJERPH, MDPI, vol. 18(3), pages 1-18, January.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:3:p:1085-:d:487229
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    References listed on IDEAS

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    1. Foster, Cynthia Ewell & Horwitz, Adam & Thomas, Alvin & Opperman, Kiel & Gipson, Polly & Burnside, Amanda & Stone, Deborah M. & King, Cheryl A., 2017. "Connectedness to family, school, peers, and community in socially vulnerable adolescents," Children and Youth Services Review, Elsevier, vol. 81(C), pages 321-331.
    2. Joyce, Hilary D. & Early, Theresa J., 2014. "The impact of school connectedness and teacher support on depressive symptoms in adolescents: A multilevel analysis," Children and Youth Services Review, Elsevier, vol. 39(C), pages 101-107.
    3. Lubhana Malik Mental, 2019. "Mental Health in Adolescents," Global Journal of Intellectual & Developmental Disabilities, Juniper Publishers Inc., vol. 6(3), pages 45-46, March.
    4. Reichman, Nancy E. & Teitler, Julien O. & Garfinkel, Irwin & McLanahan, Sara S., 2001. "Fragile Families: sample and design," Children and Youth Services Review, Elsevier, vol. 23(4-5), pages 303-326.
    5. Tyler Hatchel & Robert Marx, 2018. "Understanding Intersectionality and Resiliency among Transgender Adolescents: Exploring Pathways among Peer Victimization, School Belonging, and Drug Use," IJERPH, MDPI, vol. 15(6), pages 1-15, June.
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    Cited by:

    1. Danielle R. Eugene, 2021. "Connectedness to Family, School, and Neighborhood and Adolescents’ Internalizing Symptoms," IJERPH, MDPI, vol. 18(23), pages 1-13, November.
    2. Katelyn Battista & Karen A. Patte & Liqun Diao & Joel A. Dubin & Scott T. Leatherdale, 2022. "Using Decision Trees to Examine Environmental and Behavioural Factors Associated with Youth Anxiety, Depression, and Flourishing," IJERPH, MDPI, vol. 19(17), pages 1-16, August.
    3. David Montero-Montero & Paula López-Martínez & Belén Martínez-Ferrer & David Moreno-Ruiz, 2021. "The Mediating Role of Classroom Climate on School Violence," IJERPH, MDPI, vol. 18(6), pages 1-8, March.

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