Hidden wounds: unveiling the impact of social ostracism and bullying in university life (comparison of Kazakhstan and Türkiye)

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dc.authoridATMACA, TANER/0000-0001-9157-3100
dc.authoridShaikhmuratova, Indira/0000-0002-0606-7180;
dc.contributor.authorAssylbekova, Marziya
dc.contributor.authorSaikhymuratova, Indira
dc.contributor.authorAtmaca, Taner
dc.contributor.authorSomzhurek, Baubek
dc.contributor.authorSlambekova, Tolkyn Slamkulovna
dc.date.accessioned2025-10-11T20:48:21Z
dc.date.available2025-10-11T20:48:21Z
dc.date.issued2024
dc.departmentDüzce Üniversitesien_US
dc.description.abstractThis study explores the pervasive issue of social ostracism and bullying among university students in Kazakhstan and T & uuml;rkiye, underscored by Goffman's (1963) stigma theory. It investigates how societal norms and categorizations contribute to the marginalisation of students based on various identities, leading to 'spoiled identities' and the amplification of these behaviours through digital media. Employing a multiple case research model within a qualitative methodological tradition, the study involves 10 students from Kazakhstan and 27 from T & uuml;rkiye, utilising semi-structured interviews to collect data. The findings reveal that social ostracism and bullying are multifaceted phenomena deeply rooted in differences such as religious beliefs, political orientations, and socio-economic status. Key factors contributing to these issues include the influence of social media, lack of empathy, and prevailing social hierarchies. The effects on students' academic, social, and emotional well-being are profound, leading to decreased engagement, isolation, and psychological distress. While some students are unaware of university support mechanisms, those who have accessed such services report positive outcomes, highlighting the importance of visibility and accessibility. The study calls for comprehensive strategies addressing both the immediate and underlying factors of social ostracism and bullying, advocating for policy development, supportive interventions, and a commitment to fostering inclusivity.en_US
dc.identifier.doi10.1080/2331186X.2024.2434774
dc.identifier.issn2331-186X
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85211173650en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://doi.org/10.1080/2331186X.2024.2434774
dc.identifier.urihttps://hdl.handle.net/20.500.12684/21859
dc.identifier.volume11en_US
dc.identifier.wosWOS:001367994200001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherTaylor & Francis Ltden_US
dc.relation.ispartofCogent Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzKA_WOS_20250911
dc.subjectSocial ostracismen_US
dc.subjectstigmaen_US
dc.subjectinequalityen_US
dc.subjectKazakhstanen_US
dc.subjectT & uuml;rkiyeen_US
dc.subjectEducation Policy & Politicsen_US
dc.subjectHigher Educationen_US
dc.subjectSchool Leadership, Management & Administrationen_US
dc.subjectSociology of Educationen_US
dc.titleHidden wounds: unveiling the impact of social ostracism and bullying in university life (comparison of Kazakhstan and Türkiye)en_US
dc.typeArticleen_US

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