Children’s intended responses to gender-based bullying as targets and bystanders

Abstract

This study examines gender-based bullying from the perspective of targets and bystanders. A total of 64 children (36 boys and 28 girls; 67% African American) in grades 3–5 were given hypothetical gender-based bullying situations and answered questions regarding their appraisals, intended responses, and barriers to responding. Findings indicated there were significant differences in intended responses and perceived barriers among targets and bystanders. There were also gender differences such that bystander girls reported greater distress and more confidence than bystander boys. Implications for developing anti-bullying programs that offer more effective strategies that are tailored toward targets and bystanders of gender-based bullying are discussed.