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Table 6.  Percentage distribution of students ages 12 through 18 who reported seeing hate-related graffiti or being called a hate-related word at school, by selected student characteristics: School year 2014–15

 
  Of those who were called a hate-related word, words were related to:
School characteristic Saw hate-related graffiti at school   Was called any hate-related words at school   Race   Religion   Ethnicity   Disability   Gender   Sexual orientation  
All students 27.2 7.2 43.8 13.6 24.3 9.0 17.6 13.6
                                 
Sex                                
Male 26.3 7.8 49.8 14.0 29.7 9.7 8.4 14.8
Female 28.1 6.7 36.5 13.1 17.7 8.3 28.7 12.0
                                 
Race/ethnicity1                                
White, not Hispanic or Latino 28.6 6.3 26.2 18.7 11.3 12.7 25.5 17.3
Black, not Hispanic or Latino 24.9 9.4 58.4 19.8 13.0 ! 8.7 !
Hispanic or Latino 26.7 6.5 53.6 6.1 38.9 5.2 ! 10.5 ! 14.9
Asian, not Hispanic or Latino 17.5 10.8 81.4 20.6 66.6 #
All other races, not Hispanic or Latino 29.7 11.4 57.1 21.7 38.9 #
                                 
Grade2                                
6th 30.0 10.1 51.3 ! 24.8 ! 16.2 ! 19.3 !
7th 24.7 7.0 46.5 6.9 28.2 11.3 ! 9.8 ! 10.8 !
8th 27.2 9.2 40.9 15.4 16.6 7.6 ! 20.2 9.9 !
9th 28.2 7.4 41.1 12.6 26.3 6.9 ! 20.7 10.9 !
10th 28.6 6.5 40.9 10.8 28.1 14.1 ! 17.7 !
11th 26.2 6.0 36.9 12.5 ! 15.3 ! 22.5 ! 18.5 !
12th 26.2 5.4 52.9 30.1 35.3 15.7 ! 19.2 !
                                 
Household income                                
Less than $7,500 20.3 8.2 44.9 !   #
$7,500–14,999 32.1 8.3 24.8 !
$15,000–24,999 25.4 8.0 43.7 12.5 22.8 11.7 ! 20.4 !
$25,000–34,999 21.2 5.7 44.1 23.8 ! 19.9 !
$35,000–49,999 28.3 8.4 52.7 12.3 ! 25.5 26.7 12.0 !
$50,000 or more 28.3 6.9 43.0 15.2 27.0 9.7 18.5 13.9
# Rounds to zero.
! Interpret data with caution. The standard error for this estimate is 30 to 50 percent of the estimate's value.
‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate's value.
1Respondents who identified themselves as being of Hispanic or Latino origin were classified as "Hispanic or Latino," regardless of their race. "Black, not Hispanic or Latino" includes African Americans. "All other races, not Hispanic or Latino" includes Native Hawaiians or Other Pacific Islanders, American Indians or Alaska Natives, and respondents of two or more races (8 percent of all respondents).
2The School Crime Supplement sample includes students ages 12–18 and, therefore, might not be representative of students in 6th grade. Comparisons between students in 6th grade and those in other grades should be made with caution.
NOTE: Tabular data include only students who reported being enrolled in grades 6 through 12 and not receiving any of their education through homeschooling during the school year reported. "Bullied" includes students who reported being made fun of, called names, or insulted; being the subject of rumors; being threatened with harm; being pushed, shoved, tripped, or spit on; being pressured into doing things they did not want to do; being excluded from activities on purpose; and having property destroyed on purpose. "At school" includes the school building, school property, school bus, or going to and from school. Detail may not sum to totals because of rounding and missing data. Total student population and bullied is based on respondents for whom data on bullying are available. Population estimate based on Version 1 of the 2015 SCS for all students meeting the age, grade and school criteria is 24,622,000. This population estimate was calculated by doubling SCS person weights, and therefore will not match the population estimate calculated for the entire survey. There are 379,000 students missing bullying victimization information not included in this table.
SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement (SCS - Version 1) to the National Crime Victimization Survey, 2015. The 2015 SCS questionnaire was administered in two alternate versions. Only respondents completing Version 1 of the survey are included in these estimates. A complete discussion of the split-half methodology and results can be found at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017004