In this Article, we begin Part II by a brief exploration of the history of bullying in social science research. Part III is a description of the ways that social scientists have attempted to define bullying, and by extension, cyberbullying. We pay particular attention to understanding the roles that the intentionality of the bully, the repetition of the problematic behavior, and the power asymmetry of the bully-victim dyad play in distinguishing bullying from other negative behavior. In Part IV, we track the relationship between bullies and their social worlds, noting that some bullies are marginalized within a broader peer culture while others are popular and influential. We suggest that children's peer cultures also influence cyberbullying. Part V of this Article applies a relational view to the problem of cyberbullying, taking into account the relationship between bully and victim, the importance of children's broader social networks, and how sex, gender, and sexual orientation create an additional layer of complexity to understanding relational issues among children. We conclude this section with a discussion of how teachers and school climates relate to bullying. In Part VI, our concluding thoughts center around how bullying and cyberbullying may be both similar and different from each other, and the implications this has for further research in the social sciences
Philip C. Rodkin and Karla Fischer,
Cyberbullying from Psychological and Legal Perspectives,
77 Mo. L. Rev.
Available at: https://scholarship.law.missouri.edu/mlr/vol77/iss3/3