Culturally responsive bullying prevention and intervention models have been called for by many scholars. Li (2008) stresses the importance of culture and institutional context in bullying prevention programs. Li found that culture played a role in the aggressive behavior of adolescents and that culture must be accounted for when designing prevention programs. Kowalsky et al. (2014) confirm that little research has been conducted in the fields of cross-cultural bullying. They note that "variations suggest that there will not likely be a one-size-fits-all model of prevention and intervention when it comes to bullying, whether traditional or virtual" (p. 1127).
Some investigators argue that cultural and ethnic groups benefit when practitioners’ use a more situated view when applying cultural learning styles (Gay, 1995; Nieto, 1999). Scholarly writings suggest that culturally responsive principles are also valid when applied to bullying prevention programs (Cannon, 2009; Leonard et al., 2005; Robinson & Lewis, 2011; Sachau & Hutchinson, 2012; Santamaria, 2009) resulting in the need to develop bullying prevention models that take culture and culturally relevant instruction into account and that a bullying intervention model should be tailored to address the particular cultural characteristics of the site (Kowalsky et al., 2014).
The components and means for bullying perpetration and victimization are consistent across cultures, but there are cultural differences that support using Indigenous culture into bullying prevention programs. Evans, Fraser, & Cotter (2014) argue that “To be effective in schools with heterogeneous populations, interventions need to be culturally sensitive” (p. 540). Some literature states that interventions targeting minority adolescents should include ways to enrich ethnic pride and foster cultural identity (Felix-Ortiz & Newcomb, 1995). Some investigators acknowledge the importance of embedding the history and culture of marginalized populations into mainstream academics (Gutiérrez, & Rogoff, 2003), as well as intervention programs ( Botvin et, al., 1995).
IINII uses a revolutionary Design Thinking process to help your school community gain an understanding of one’s sense of self, as well as developing an understanding of students’ values; having an understanding of one’s values matters because research has shown that it is linked to better well-being, less stress, and increased confidence in one’s ability to succeed.
Understanding students’ values can be developed with culturally responsive practices that reflect a student’s identity and experience. Particularly helpful is focusing efforts on cultural competence and relevance and providing opportunities for students to practice bridging differences between diverse identities in a safe environment. To learn how you can create a dynamic learning environment that honors your student community, visit our website at www.iinii.org, or contact us at firstname.lastname@example.org or 1800-507-2502.