校园性别欺凌与学生身心健康的影响机制分析:以性与性别少数学生为例

School-related Gender--based Bullying and Students’ Physical and Psychological Wellbeing

治理校园欺凌专项政策的相继出台表明国家对校园欺凌问题的日益重视。但目前的相关政策缺乏性别视角,使得校园性别欺凌的受害者无法得到应有的保护。这部分是因为关注青少年学生性与性别身份和身心健康之间作用机制的研究屈指可数,从而缺乏支持政策的相关研究依据。因此,本文以性与性别少数学生这一典型易感群体为例,来讨论校园性别欺凌与校园安全、学生身心健康的关系。基于2070份来自全国在校生的网络问卷数据,本文发现,遭受过校园欺凌的性与性别少数学生,较之未遭受欺凌的性与性别少数同伴,有着更低水平的心理健康状况和更高水平的风险行为。校园欺凌主要通过"身份疑虑"发生作用,校园环境与身份差异性会对校园欺凌实际产生的负面影响产生调节效应。这些发现提示我们,性与性别教育、完善学校预防和治理欺凌制度等是塑造友善安全校园不可或缺的元素。

The recent issue of policies and guidance on addressing school bullying demonstrate the national concern over the school-related violence. However, these policies are still regulatory documents, lacking practical guidance. Meanwhile, the gender perspective is hardly introduced in these policies, which neglects and endangers young victims in school-related gender-based bullying. This is partially because limited research has been done to discuss the mechanism between gender identity and physical and psychological wellbeing and thus limited academic evidence is available to support related policy. This paper tries to explore the relation of gender-based school bullying, campus security and students’ physical and psychological wellbeing by using the group of sex minority student as a case, which is a typical group of students vulnerable in gender-based bullying. Analysis of 2070 internet-based questionnaires shows that, compared with other sex minority students, sex minority victims of gender-based school bullying suffer lower level of psychological wellbeing and higher probability of conducting risky behaviors. Gender-based school bullying imposes the impact through gender identity questioning, and its influences are moderated by campus environment and identity heterogeneity. Findings imply that sex and gender education, improvement of school institutions in precaution and administration are dispensable to stop school bullying.