Rawlings, Jared; Young, Jacob (University of Utah)
Faculty Advisor: Rawlings, Jared (University of Utah, School of Music)
School violence has emerged in the last ten years as a significant public health crisis that include behaviors ranging from bullying, hate-based language, sexual harassment, and physical assaults (Robers, Kemp, & Truman, 2013). A recent study found that almost one-third of students in grades 6-12 reported they had been victimized by peers, and 5% to 13% admitted to bullying others (Hymel & Swearer, 2015).
Researchers in music education acknowledge peer victimization and bullying is also a serious concern for music students (Elpus & Carter, 2016; Silveira & Hudson, 2015; Rawlings, 2015, 2016). Elpus and Carter (2016) examined data from the 2005, 2007, 2009, 2011, and 2013 datasets of the School Crime Supplement to the National Crime Victimization Survey (NCVS) to determine the prevalence of reported school victimization through physical, verbal, and relational aggression among US performing arts students. Elpus and Carter found that male music and theater students are at a 69% greater risk than non-arts students when experiencing face-to-face bully victimization and male music and theatre students were confronted with a 63% greater risk of being cyber bullied than non-arts participants. Therefore, if school music students may be more likely to be targets of victimization and feel unsafe at school when compared to their non-music peers, then research is needed to determine the prevalence of these behaviors and document detailed instances of this phenomenon. To date, there has been no published research examining the the prosocial and anti-social behavior development of school-based music ensemble performers.