California School Counselor - Summer 2008 - (Page 8)

Feature Cyberbullying and Equal Access By Michael Davis and John Hoover, College of Education, St. Cloud State University and Ron Oliver, Institute for Peace Promotion and Injury/Violence Prevention Universidad del Valle, Cali Colombia The all too familiar phenomenon of bullying plaguing schools for over two decades has transformed itself into digital format. The popular use of computers and the Internet has opened up new avenues for electronic bullying by Generation Y. Drawing from a comprehensive literature review of cyberbullying and Internet use, this article discusses online attacks and the racial digital divide in computer access. Suggestions for school counselors on how to approach this new electronic aspect of bullying are included as well as an extensive list of anti-racist and pride Web sites. Computer Use, the Digital Divide, and Cyberbullying Cyberbullying involves the use of electronic media, including social networking sites, to “support deliberate, repeated, and hostile behavior intended to harm others” (Belsey, cited in Anderson & Sturm, 2007, p. 1). Popular types of cyberbullying include text messaging derogatory messages using cell phones (with students showing messages to others before sending it), sending digital images (Ross, 2006), setting up a Web site dedicated to a targeted student (inviting comments from other learners), and masquerading. Masquerading occurs when Amanda harasses Betty, while pretending to be Carlene. In the case of masquerading, even though Betty is the putative victim, Carlene may be the ultimate target of the exercise. Another aspect of Internet use that may be related to bullying has been termed faking (Harman, Hansen, Cochran, & Lindsey, 2005). Young people tend to be deeply media involved; for example, it has 8 been estimated that about nine of 10 youngsters aged 12-17 regularly cruise the Internet (Pew, 2006). Another estimation had it that 93 percent of American youth use computers, with just over 60 percent connecting to the Internet regularly (National Center for Educational Statistics, 2005). Generation Y (age 18-28) members are significantly more likely than even slightly older users to employ instant messaging, play interactive games, develop blogs, and download music. It may prove surprising to some adults how thoroughly members of this highly connected generation view socialization over the Internet as the norm. Adults often view even such prosaic uses as e-mail as unique compared with face-to-face (“in-vivo” [live]) interactions. Many, if not most, young people do not see online interactions as qualitatively different from their in-vivo interactions, comprehensively integrating on- and off-line communication channels (Slater, 2002). In this context, the The California School Counselor | summer 2008

Table of Contents Feed for the Digital Edition of California School Counselor - Summer 2008

California School Counselor - Summer 2008 Contents Presidential Perspectives Jackie’s Jottings Executive Director’s Report Cyberbullying and Equal Access Northern California Conference Highlights Book Review Making a Difference One Family at a Time An AB 1802 Success Story Legislative Update CASC Members Honor Assemblywoman Linda Sanchez Pics, Clicks and Technics Calendar Index to Advertisers

California School Counselor - Summer 2008

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