Immigrant Bullying - Research Proposal Example

Immigrant bullying Background Bullying involves the use of force to oppress an individual (Blosnich, . In American society, bullying has a lengthy history. It has been a persistent phenomenon in America’s chronology (Roekel, 2010). This raises much concern, since the social problem has endured a lengthy time in American society. Bullying can be verbal or physical (Blosnich, 2012). This involves word and body aggression against the victims. Psychological impacts of this malpractice are both long-term and short-term (Blosnich, 2012). Majority of the Ugandan, Kenyan, and Nigerian immigrants in Boston MA exhibit the long-term impacts of bullying (Fay, 2009). These individuals were bullied in their childhood and they still manifest the effects of childhood bullying. Short-term effects contribute majorly to the existence of the long-term effects of bullying (Blosnich, 2012). Their recurrence involves the actualization of the long-term consequences. Immediate inferiority was an example of a short-term effect of bullying. Its recurrence leads to the growth of low self-esteem amongst the Ugandan, Kenyan and Nigerian immigrants in Boston MA (Fay, 2009). Therefore, the low self-esteem is a long-term consequence of the bullying malpractice. It takes the highest rate in schools and playgrounds (Blosnich, 2012). Youths and teenagers engaged in bullying malpractices amongst each other. Boston MA had a significant record of rampant bullying against the Ugandan, Kenyan, and Nigerian immigrants in ancient times. The current adults underwent severe bullying in their schools due to their ethnic inferiority (Fay, 2009). Racial inferiority would attract bullies, and they would manipulate the immigrants intensely (Blosnich, 2012). The adults manifest long-term impacts of bullying from their childhood. For instance, some of them manifest low self-esteem due to the childhood experiences. Bullies have psychological disorders as well. Most of them manifest personality disorders such as neuroticism and psychoticism (Roekel, 2010). Bullies therefore require psychological therapy. This would assist them to define their identity and build on pro-social behaviors in their societies (Roekel, 2010). Evidently, bullying has intense ramifications and it requires outstanding solutions for its culmination in Boston MA and the rest of USA. In this case, preventing the rampant occurrence of bullying would require joint effort from diverse parties (Blosnich, 2012). Teachers, parents and the government have a joint obligation to prevent the instances of bullying with Boston MA and the rest of USA. They ought to formulate joint supervisory policies and programs to curb bullying in schools and playgrounds (Fay, 2009). Problem statement Boston MA is a locality that has manifested severe impacts of bullying in American history. In this vicinity, schools and playgrounds were key spots of bullying (Blosnich, 2012). Ethnicity was a major consideration as the bullies committed the act. Therefore, bullying in Boston MA was highly influenced by the ethnicity of the victims (Fay, 2009). In this case, immigrants faced intense discrimination from the bullies. The immigrants were considered inferior to the natives of Boston MA. The most victimized immigrants were persons from Uganda, Kenya and Nigeria (Fay, 2009). Immigrant adults in Boston MA were victims of intense discrimination and bullying. Therefore they manifest long-term impacts of bullying. For example, most of them exhibit deprived identity due to their damaged self-esteem (Roekel, 2010). During their childhood, the immigrants attracted much attention from the native bullies. They bullied the immigrants with their pronounced superiority complex. Consequently, the Boston MA immigrants grew with the impacts of the bullying since childhood (Fay, 2009). The long-term impacts of bullying amongst the immigrants still distinguish them from the natives in Boston MA. Natives in Boston MA manifest a sense of security in their heritage. This is not the same amongst the immigrants. Ugandan, Kenyan and Nigerian immigrants still manifest an inferiority complex up to date (Fay, 2009). This is a reflection of their childhood experiences in the Boston Ma schools and playgrounds. Therefore, the emotional impairments are still evident within the immigrant populace in Boston MA (Fay, 2009). Evidently, this is an intricate problem that has not been fully resolved. The government still has an obligation to formulate and reinforce equality policies and programs in Boston MA. Rationale Bullying is a major social concern across the United States of America. As denoted previously, it has a lengthy history (Blosnich, 2012). Adult immigrants in Boston MA manifest psychological impacts of ancient bullying experiences. Ugandan, Kenyan and Nigerian immigrants in Boston MA still show emotional and self-esteem impairments (Fay, 2009). It is evident that the impact of bullying was substantial and had immense magnitude. The immigrant adults suffer the psychological impacts of their childhood experiences in Boston MA schools and play grounds (Fay, 2009). Through the conclusions about the magnitude of bullying, the government, teachers and parents can implement strategies to prevent the malpractice (Roekel, 2010). Schools and playgrounds were the key places where bullying would occur (Blosnich, 2012). New supervisory techniques implemented by the government, teachers and parents would assist to prevent bullying amongst the children. Parents would also have an additional role of creating cohesive affiliations with their children (Roekel, 2010). Through the cohesive affiliations, children would report incidences of bullying in schools and playgrounds (Blosnich, 2012). Flawless operation of the government, teachers, and parents would prevent a rampant trend in bullying within Boston MA. Ugandan, Kenyan, and Nigerian immigrants would consequently develop a sense of security within Boston MA (Fay, 2009). Methodology The suitable methodology would be the development of a questionnaire. This questionnaire would be distributed to the Ugandan, Kenyan and Nigerian immigrants. The questionnaire would be studying the bullying experiences of the Ugandan, Kenyan and Nigerian immigrants in their childhood (Hakim, 2000). Therefore, the respondents of the questionnaire would provide an outline of their experiences in bullying. Ugandan, Kenyan and Nigerian immigrants underwent intense bullying in their childhood (Fay, 2009). Their discrimination experiences in the Boston MA schools and playgrounds were adverse due to the ethnical bullying. Therefore, this questionnaire would engross their experiences and their subsequent experiences as adults. These questionnaires would be distributed in several social amenities across Boston MA (Hakim, 2000). The questionnaires would be distributed in churches and mosques (Hakim, 2000). Boston MA constitutes a mix of races (Fay, 2009). There are native whites and immigrants from other continents such as Africa. The figure of immigrants in Boston records 28% of the total populace in the locality (Lima, 2012). The aggregate populace in Boston MA amounts to 625,087 (Lima, 2012). Consequently, immigrants have an approximate population of 175,024. Therefore, Ugandan, Kenyan and Nigerian immigrants in this population would provide primary data through their responses in the questionnaires (Hakim, 2000). These immigrants were subject to intense bullying due to their ethnicity (Blosnich, 2012). Their ethnicity would attract more bullies towards their direction. Bullies considered the Ugandan, Kenyan and Nigerian immigrants as inferior (Fay, 2009). Most of the bullies belonged to the white race. Normally, the Boston society was white chauvinistic. The whites considered themselves superior to the immigrants (Fay, 2009). This stereotype propagated the bullying malpractice significantly. Ugandan, Kenyan and Nigerian immigrant children were subject to intense discrimination in schools and playgrounds (Fay, 2009). They were victims of emotional and psychological impairments that still manifest to the modern day (Blosnich, 2012). Immigrants from Uganda, Kenya and Nigeria exhibit a sense of insecurity in Boston MA. Their self-esteem is very low in reference to their childhood experiences of bullying. Terminology definitions Bullying: This is the use of force with the objective to oppress other individuals in society. It has drastic impacts on the victims, aggressors, and witnesses of bullying (Roekel, 2010). Its consequences are either shot-term or long-term. Immigration: This is the process of settling in a foreign land with defined objectives such as education, employment, amongst others (Blosnich, 2012). The natives of a nation host the immigrants. Trauma: It is a psychological state that involves permanence and reflective recurrence of past negative experiences. Victims of trauma require psychological therapy for recovery (Blosnich, 2012). Ethnicity: This involves a sense of social originality of an individual. Ancestral links are observed to determine a person’s ethnicity (Roekel, 2010). References Blosnich, J., & Bossarte, R. (2012). Low-Level violence in schools: Is there an association between school safety measures and peer victimization? Journal of School Health, 81 (2), 107-113. Fay, S., & Curry College. (2009). Bullying prevention in public schools in the greater Boston area. Flynn, G. (2008). ILP Handbook. Cambridge: Cambridge Publishers. Hakim, C. (2000). Research Design: Successful designs For Social and Economic research. Routledge. Lima, A. (2012). Brief History of Immigration patters- Boston, the State and the nation. Boston Redevelopment Authority. Roekel, E, v., Scholte, R, H., & Didden, R. (2010). Bullying among adolescents with Autism Spectrum disorders: Prevalence and Perception. Journal of Autism & Developmental Disorders. 40 (1), 63-73. Read More