Cyberbullying and cybervictimization: Does gender matter?

The purpose of the present study was to evaluate gender effects on college students' judgements about a hypothetical episode of cyberbullying on Facebook that resulted in the suicide of a cybervictim. A total of 176 undergraduate students at a midsize public university in the Northeast served as participants. Four one-page versions of a hypothetical trial transcript detailing a cyberbullying case were utilized. Participants were randomly assigned to one of four conditions: male cyberbully/male cybervictim, male cyberbully/female cybervictim, female cyberbully/male cybervictim, and female cyberbully/female cybervictim. After reading one of the trial transcripts, participants rated eight variables, including criminal guilt and intent of the cyberbully, responsibility of entities involved, and appropriate punishment for the cyberbully. Results revealed significant differences in judgments based on the gender of the cyberbully, cybervictim, and participant.

Perceptions of appropriateness of accommodations for university students: Does disability type matter?

PURPOSE: The purpose of this experiment was to examine the impact of disability type and accommodation type on participants' perceptions of the appropriateness of accommodations on university campuses. RESEARCH METHOD: Participants were 223 university students who evaluated the written symptom descriptions of 8 hypothetical university students with disabilities to determine whether a series of 8 different accommodations would be appropriate for them. RESULTS: Perceptions of accommodation appropriateness were impacted by both the type of disability and the type of accommodation under consideration. The results indicated that accommodations for psychiatric disabilities and invisible physical disabilities were less likely to be viewed as appropriate regardless of how well they addressed the symptoms of the disability. CONCLUSIONS: Students with psychiatric and invisible physical disabilities may be especially vulnerable to negative peer perceptions if they receive accommodations. These attitudinal barriers make it harder for students with disabilities to integrate into the college social environment. Students with disabilities who do not feel welcome are less likely to self-advocate to acquire the accommodations that they need and are therefore less likely to succeed in their course work. Our results highlight the importance of programs that encourage the integration of students with disabilities and decrease the stigma of disability on campus. (PsycINFO Database Record