Why Girls? Using Routine Activities Theory to Predict Cyberbullying Experiences Between Girls and Boys

Abstract

This study uses data from the Second Youth Internet Safety Survey (D. Finkelhor, K. J. Mitchell, and J. Wolak 2011 Finkelhor , David , Kimberly J. Mitchell , and Janis Wolak . 2011 . Second Youth Internet Safety Survey (YISS-2) . [Data set]. Available from the National Data Archive on Child Abuse and Neglect: http://www.ndacan.cornell.edu. Accessed 8/22/2011 . [Google Scholar]) to predict the risk of cyberbullying between genders. Although much of the cyberbullying literature has considered gender in analyses, nearly all studies have lumped boys and girls together when examining risk factors. This gender lumping has led to the inaccurate perception that risk factors for cyberbullying affect both genders similarly. Therefore, this study fills that void by reviewing differences in the online behaviors of boys and girls, whether these differences affect risk for cyberbullying, and whether routine activities theory is applicable in explaining the risk of cyberbullying for both boys and girls.

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