Relationship Between Acculturation Strategies and School Bullying of Ethnic Minority

Over the past decade, there has been a steady influx of migrants to the regions of Central Russia. As a result, the ethnic heterogeneity of Russian schools is growing (Alexandrov et al., 2015). The intergroup relationships of representatives of different ethnic groups lead to a process of acculturation (Berry, 2013). Research shows that ethnic minority acculturation strategies affect their relationships with peers (Trickett & Birman, 2005). The orientation on ethnic minority's ethnic culture negatively affects relationships with peers. School bullying is one of the most serious problems related to peer relationships (OECD, 2019). Children from non-dominant ethnic groups are more likely to be bullied than children from the ethnic majority (Tolsma et al., 2013; Vervoort et al., 2010). Despite this, the relationship between acculturation strategies and the roles of participants in a bullying situation remain unexplored. The purpose of this study is to reveal the relationship between the role of the victim and acculturation strategies such as separation and marginalization, and between the role of the aggressor and the strategy of assimilation. The first stage of the study consists a procedure of English-language version of Revised Olweus Bully/Victim Questionnaire (ROBVQ) adaptation on Russian – language sample. The main research method is a socio-psychological survey using ROBVQ and separate scales from the MIRIPS methodology (Berry, 2017). The study sample consisted of Russian (N=151, M=16.02, SD=4.26) and immigrant adolescents (N=167, M=14.96, SD=2.58) and representatives of ethnic minorities of Russia (N=72, M=15.87, SD=1.78). Different versions of questionnaires were presented for Russian respondents and representatives of ethnic minorities. The data obtained show that there are inter-group differences in the level of victimization: respondents from ethnic minorities of Russia and immigrants are more often victimized than Russian respondents, while there are no differences in the level of aggression. In a sample of immigrants, it was found that the separation strategy is positively correlated with victimization, and assimilation is positively associated with aggression. In a sample of representatives of ethnic minorities of Russia, it was found that separation is also positively correlated with victimization. In addition, it is necessary to take into account the socio-demographic indicators of schools. Thus, the location of schools in Moscow, Saint Petersburg and the Moscow region is positively correlated with both victimization and aggression. Mediation analysis demonstrates partial mediation of the relationship between separation and victimization through perceived ethnic discrimination. The results of this study have practical application in bullying prevention programs, adaptation ethnic minority students and school trainings.