UTSA researchers study how young adult literature portrays bullying

Paper outlines how teachers can help bullied students using literature in classroom

(March 9, 2016) -- Roxanne Henkin and Janis Harmon, researchers with the UTSA College of Education and Human Development (COEHD), recently scoured young adult fiction published in the last 10 years to understand how bullying is portrayed.

“Books can be a powerful tool in education,” said Henkin, professor in the UTSA Department of Interdisciplinary Learning and Teaching, and a former teacher. “Stories put young readers into the shoes of new people and perspectives. The right story can cultivate real empathy and create well-rounded young readers.”

Bullying is a pervasive theme in young adult fiction. Henkin and Harmon have long been interested in how modern literature handles such a sensitive subject. 

 “Situations may change, but in many ways, bullying is unfortunately something that many children and young adults experience in some way,” Henkin said.

In 2011, the Pew Research Center wrote that nearly one in five teens reported they had experienced bullying either in-person, by phone or by text, or online. Henkin estimates, however, that the number of children who observe peers experiencing bullying is even greater.

Henkin and Harmon read through 21 books published in the last decade and identified how the authors presented bullying; the characters involved, the context in which the bullying occurred, the reactions to the bullying by others within the story, parental relationships and outcomes.

“Young adult fiction often portrays bullying from the point of view of the bullied or bullied-adjacent,” Henkin added. “Victims of bullying and bullies can be all ages and genders. This is reflected in the books that we researched, all popular and widely read.”

In 2012, the National Council of Teachers of English passed a resolution on confronting bullying and harassment. The resolution, which Henkin and Harmon strongly agreed with, suggested the use of literature to help students understand the issues. By breaking down the portrayal of bullying, the pair hopes to create curriculum guidelines for teachers to assist them in getting students to discuss bullying in classroom settings. These guidelines use reading, discussions and activities to create more positive outcomes in bullying situations.

“Readers often identify with protagonists, which allows them to gain a deeper understanding of a serious issue like this one,” Henkin said. “Ultimately, we want students to feel comfortable talking about their own experiences and seek help if they need it.”

Henkin is the author of two books that focus on literacy as a tool to promote social justice issues, including “Confronting Bullying: Literacy as a Tool for Character Education.” Her research focuses on the intersection of social justice and literacy. She is the director of the San Antonio Writing Project.

Harmon is a professor and associate dean for undergraduate student success in the UTSA Department of Interdisciplinary Learning and Teaching. Her research interests include educational theory and practice, reading and language arts, and children’s literature.

By Jesus Chavez
Public Affairs Specialist

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