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Education Research International
Volume 2014, Article ID 698545, 10 pages
Research Article

Cyberbullying among University Students: Gendered Experiences, Impacts, and Perspectives

1Centre for Education, Law and Society, Simon Fraser University, 5288-13450-102 Avenue, Surrey, BC, Canada V3T 0A3
2School of Criminology, Simon Fraser University, 8888 University Drive, Burnaby, BC, Canada V5A 1S6
3Faculty of Education, Simon Fraser University, 8888 University Drive, Burnaby, BC, Canada V5A 1S6

Received 13 August 2014; Accepted 8 October 2014; Published 4 November 2014

Academic Editor: Gwo-Jen Hwang

Copyright © 2014 Chantal Faucher et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Cyberbullying is an emerging issue in the context of higher education as information and communication technologies (ICT) increasingly become part of daily life in university. This paper presents findings from 1925 student surveys from four Canadian universities. The overall findings are broken down to determine gender similarities and differences that exist between male and female respondents’ backgrounds, ICT usage, experiences with cyberbullying, opinions about the issue, and solutions to the problem. We also examine the continuities between these findings and those of earlier studies on cyberbullying among younger students. Our findings also suggest that gender differences, which do emerge, provide some support for each of the three theoretical frameworks considered for understanding this issue, that is, relational aggression, cognitive-affective deficits, and power and control. However, none of these three models offers a full explanation on its own. The study thus provides information about cyberbullying behaviour at the university level, which has the potential to inform the development of more appropriate policies and intervention programs/solutions to address the gendered nature of this behaviour.