The Currrent Status of Social Risks on Educational Systems. An Analyis Though Social Media

Abstract

Social Risk in education such as bullying, are usually invisible to teachers and parents, at all educational levels. However, these risks remain a reality everywhere in the world, turning into a problem that is rapidly globalizing due to the widespread access to the Internet. The Internet has permeated our entire society and is now present in almost every activity. The education and most aspects associated with it, such as Social Risks, are not exempt of this new form of communication within our society. This has led to a significant increase in damage Social Risks can exhort on the victims, due to several causes such as their capacity for dissemination, repetition and virality; greater anonymity of aggressors and the chance for more people joining them; continuity over time even when after school hours; display of intimacy before an endless crowd of people; ease of permanent control through geolocation, control of online statuses and connections; and even the risk of easily impersonating a victim. The first step to prevent these issues is to carry out a study on the current state of Social Risks. An updated snapshot would allow to draw up action plans based on reliable data and develop countermeasures to minimize the damage caused by current Social Risks to minors. The objective of this work is to conduct a study on unsolicited data obtained from Social Media on three of the most prominent Social Risks of our society, namely Bullying, Addictions and Xenophobia within the field of education, with the aim of obtaining an updated snapshot of their current status. The study was carried out during the second semester of 2017 and the first semester of 2018, quantifying the presence and emotion of said risks in Social Media, determining the most relevant terms, as well as the most used communication channels.

Full text

THE CURRENT STATUS OF SOCIAL RISKS ON EDUCATIONAL
SYSTEMS. AN ANALYSIS THROUGH SOCIAL MEDIA
José Ignacio Peláez, Gustavo Vaccaro, Francisco E. Cabrera
Metric and Intangibles Management Chair. IBIMA. Department of Languages and Computer
Sciences. University of Malaga (SPAIN)
Abstract
Social Risk in education such as bullying, are usually invisible to teachers and parents, at all
educational levels. However, these risks remain a reality everywhere in the world, turning into a
problem that is rapidly globalizing due to the widespread access to the Internet. The Internet has
permeated our entire society and is now present in almost every activity. The education and most
aspects associated with it, such as Social Risks, are not exempt of this new form of communication
within our society. This has led to a significant increase in damage Social Risks can exhort on the
victims, due to several causes such as their capacity for dissemination, repetition and virality; greater
anonymity of aggressors and the chance for more people joining them; continuity over time even when
after school hours; display of intimacy before an endless crowd of people; ease of permanent control
through geolocation, control of online statuses and connections; and even the risk of easily
impersonating a victim. The first step to prevent these issues is to carry out a study on the current
state of Social Risks. An updated snapshot would allow to draw up action plans based on reliable data
and develop countermeasures to minimize the damage caused by current Social Risks to minors. The
objective of this work is to conduct a study on unsolicited data obtained from Social Media on three of
the most prominent Social Risks of our society, namely Bullying, Addictions and Xenophobia within the
field of education, with the aim of obtaining an updated snapshot of their current status. The study was
carried out during the second semester of 2017 and the first semester of 2018, quantifying the
presence and emotion of said risks in Social Media, determining the most relevant terms, as well as
the most used communication channels.
Keywords: Social Risk, Education Challenges, Bullying, Addictions, Xenophobia, Social Media.
1 INTRODUCTION
The idea of risk is related to the imminence or proximity of a potential damage. The term, is therefore
linked to the possibility of consummating this damage. The term “social” appears when the action or
the fact is related to a society, in the sense of a group of individuals interacting with each other.
Consequently, Social Risk is understood as the possibility of a person suffering any damage that has
its origin in a social cause, dependent in many cases, on the environmental conditions surrounding the
individual (Ajzen & Fishbein 2005, Buss A. 2014, Issa et al 2016, Siegel 1994).
Given the possibility of there being Social Risks within a population, which is inevitable, it is necessary
to take measures, with prevention and the search for solutions being the two fundamental approaches
to avoid such risks. Hence, the starting point of any action is to carry out an analysis capable of
facilitating an image or snapshot of the society in which Social Risks could be present, that is, it is
necessary to know the level of knowledge that the society as a whole has regarding Social Risks; the
levels of information that exist in communication channels; the feeling and attitude that society has
towards the studied risks and their context; or how they are expressed and the terminology used by
the community when they refer to said risk (Agrawal et al 2013, Bennet 1988)
The influence of the internet and new technologies in today's society is undeniable. The Internet has
permeated the entire society and is present in almost all of the activities of today's society. Social risks
have not been alien to this new form of relationship between people, and this has caused a significant
increase of these risks, due to the capacity of this new media for providing diffusion, repetition and
virality; greater anonymity of the aggressor and the possibility of more individuals joining; continuity
over time; displays of intimacy before a multitude of people; ease of permanent control (geolocation,
on-line status control or connections); and even the possibility of easily supplanting the persona of the
victim. (IAB 2017).
Proceedings of ICERI2018 Conference
12th-14th November 2018, Seville, Spain
ISBN: 978-84-09-05948-5
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Given this new scenario and the raise of these types of cybercrime, this study was carried with the
objective of having a snapshot of three of the main social risks in the educational field in Spain within
Social Media: bullying, addictions and xenophobia (SOS 2017, UNICEF 2016). This study analyzes,
among other things: Their presence in Social Media; the existing feelings towards them by the general
public; the way of expressing about these Social Risks; what is being said on each Social Risk; and
the communication channels employed for talking about them, their presence, the emotions regarding
them, and the terms employed by means of word clouds.
For this purpose, this work has been organized as follows: in the second section the methodology
used is presented; in the third section, the results are shown; and in the last section this work ends
presenting the conclusions reached.
2 METHODOLOGY
2.1 Study population
The population universe corresponds to 46.5 million inhabitants (Spain), of which it is estimated that
39.5 million are Internet users and 27 million are active users of social networks. Regarding
smartphone users, there are over 37 million users and 23 million people use them for Social Networks.
Each individual has the same probability of being included in this study, however, the task of
establishing an adequate sample size is complex due to the nature of the opinions expressed in online
media. To overcome these difficulties in this study, we took into account communications that express
unsolicited opinions when they meet the following inclusion and exclusion criteria:
Inclusion criteria.
• Its author must be aged between 18 y 65 years old, as reported to services and data sources
whenever this is available.
• The communication must be public and can be viewed without the need to subscribe to the
source of data or explicit permissions of the sender of the communication.
Exclusion criteria.
− Opinions originated from advertising campaigns.
− Opinions generated by procedural methods (bots).
Considering the inclusion and exclusion criteria, and following the Cochran formula for large oblations
(Wong et al 1995), we calculated that the sample size must be of at least 400 communications, with a
margin of error of 5%, a confidence interval 95%, and considering a random distribution of opinions
(between positive and negative), that is, a probability of 50% of being classified as either of them.
2.2 Data sources
The data was obtained from public media, freely available and accessible without restrictions from
Spain or internationally. Table 1 shows the data sources for this study.
Table 1. Data sources.
SOURCE
NUMBER OF CHANNELS OR VIGILANCE PROBES
TWITTER
750 vigilance streams in Spanish.
FACEBOOK
210 public social profiles of influencers, enterprises and public figures.
YOUTUBE
400 channels in Spanish.
BLOGS
623 public blogs in Spanish.
NEWS MEDIA
2437 official news media websites.
ONLINE CONTENT
AGGREGATORS
149 channels in Spanish.
TOTAL
4569 data obtaining probes in Spanish.
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2.3 Time Period and Procedure of Data Collection
The monitoring of these data sources was carried out in the time period from September 1, 2017 to
March 31, 2018. The strategies for obtaining these data are detailed in Table 2.
Table. 2 Data collection procedures.
SOURCE
DATA COLLECTION PROCEDURE
TWITTER
Twitter Public API.
FACEBOOK
Public Facebook GRAPH API.
YOUTUBE
Public YouTube API.
BLOGS
RSS Source.
NEWS MEDIA
RSS Source and Web Scraper.
ONLINE CONTENT
AGGREGATORS
RSS Source, Public API in Reddit’s case.
2.4 GE2AN Methodology
The model employed to carry out this study is the GE2AN model (figure 1) (Peláez et al 2017, Peláez
et al 2018). This model is a cause-effect emotion model, developed by the Metric and Intangibles
Management Chair of the University of Malaga, and endorsed by the main Spanish companies
comprising the Foro de Reputación Corporativa de España (INTED 2018). This model adds new
relationships and elements to the reputational cause-effect model of Macmillan, Money and Hillebrand
(2005).
GE2AN is a model that consists of 5 phases in its entirety, and was originally designed for the holistic
management of intangibles in organizations, allowing to establish cause-effect relationships in any
environment, where there are intangible magnitudes, such as emotion or sentiment (Buss D. 2014,
Chintana 2012, Jiang et al 2016). That is why, this model is very suitable to determine, from a
campaign and its impact on society; the emotion that society has on something, or explain why the
public has a certain emotion.
The characteristics that define the model are the following:
1 Five-stage model: Management, Experience, Emotion, Attitudes, Business.
2 Cause-effect model relationship deriving from emotions.
3 Holistic transversal model that connects intangibles and tangible variables.
4 Addition of new stages in the precedents (Management) while incorporating attitudes on the
consequence stages.
5 It allows the quantification of value creation in the relations of organizations with their publics
and its subsequent impact.
Figure 1. Intangibles Transversal Management Model GE2AN. Source: Compiled by authors.
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2.5 Possible Biases of Measurement Surveys
Due to the nature of this study and the technologies that are used, there are no biases such as those
found on traditional studies that use surveys. This study analyzes all the communications on the
subject that users provide in the studied media; therefore, since the analyzed information is unsolicited
and provided willingly by internet users, biases usually presented on traditional surveys as the direct
response bias, as well as other biases such as memory, random selection procedure, of membership
or permanence or non-response, among others are not present.
3 RESULTS
3.1 Bullying
In the case of bullying, the most relevant terms in the communications issued by the public are those
related to prevention. In the word cloud of figure 2, you can see that terms such as "disciplina"
(discipline), "prevenir" (prevent) and "campaña" (campaign) are widely used within the scope of
bullying, which demonstrates the demand for tools to tackle the problem before it occurs or prevent it
from going further. Also quite noticeable is the interest in the various campaigns and mechanisms to
detect situations and denounce harassers as a measure to achieve a better coexistence in class.
Finally, within the concerns about school bullying the interest is focused on those cases in which they
reach the point of insult or physical aggression. These cases exhibit a widespread rejection by social
media users.
Figure 2. Word cloud of relevant terms on bullying.
In relation to communication the channels, communications related to the social problem of bullying
were issued mostly through Twitter, followed by Facebook, News Media, News Aggregators and
YouTube. Figure 3 shows the proportion of communications per data source.
Figure 3. Communications in proportion to data sources on bullying.
Lastly, in relation to the emotion expressed within the communications, a generalized rejection is
detected, with important peaks of rejection when a bullying case takes place.
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Figure 4. Sentiments expressed in social media about bullying.
3.2 Addictions
In the case of addictions, the most relevant terms in communications issued by the public are those
related to substances. In the word cloud of figure 5, one can observe terms "drogas" (drugs), "cocaina"
(cocaine), "cannabis" and "porros" (joint) are widely used within the field of addictions. In addition, it is
important to note that the term "móvil" (mobile phone) is in a predominant position in the cloud of
relevant terms, which reflects a concern about the abuse of the use of mobile phones, especially by
teenagers. On the other hand, the presence of the term "valores" (principles) in the word cloud reflects
a pattern in opinions, where principles become the positive counterweight to the negativity inherent in
addictions.
Figure 5. Word cloud of relevant terms on addictions.
The most predominant channel for communications on the Social Risk of addictions is Twitter,
followed by Facebook, YouTube, News Media, and News Aggregators. Figure 6 shows the proportion
of communications per data source.
Figure 6. Communications in proportion to data sources on addictions.
Lastly, in relation to the emotion expressed by communications, a mostly neutral trend in
communications is detected.
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Figure 7. Sentiments expressed in social media about addictions.
3.3 Racism and Xenophobia
The word cloud about xenophobia in Figure 8 shows that in the case of immigration, common terms
are used to refer to the country of origin of the immigrants. The topic that has generated most
communications during the study period is the refugee crisis, although the opinions generated in this
regard are usually generated in response to some news published in the media. On racism itself,
racist attitudes tend to generate rejection towards those who manifest them and the most widespread
concern is usually related to illegal immigration.
Figure 8. Word cloud of relevant terms on xenophobia.
Communication related to the social problem of xenophobia were issued through Twitter, followed by
Facebook, News Media, News Aggregators and YouTube. Figure 9 shows the proportion of
communications per data source.
Figure 9. Communications in proportion to data sources on xenophobia.
On the emotion expressed in these communications, a generalized sentiment of rejection is shown,
with important peaks of acceptance when an event related to the application of the law occurs against
those who exercise violence or support illegal immigration.
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Figure 10. Sentiments expressed in social media about xenophobia.
4 CONCLUSIONS
In this work a study has been carried out with the objective of having a snapshot of Social Media users
on three of the main Social Risks in the Spanish educational field: bullying, addictions and
xenophobia.
The study has been based on unsolicited communications, which have been issued freely by people in
different digital ecosystems in Spain. The study has shown different results, both in terms of
sentiment, communication channels used and their importance in relation to the study risks, or terms
used in the disseminated communications. Among the different conclusions that have been extracted
in this study, and that are related to educational environments and the risks of study, we can conclude
the following:
Bullying
• Discipline and the level of demand are considered fundamental factors to combat bullying in the
classroom.
• The perception of the discipline and the level of demand as positive aspects is greater in
younger students than in parents.
• Students demand more authority and more commitment from schools to combat acts of
bullying.
Xenophobia
• School-age students do not have generalized negative feelings towards people from other
countries.
• Students present negative feelings towards people of other nationalities, when trying to impose
their culture on them.
• School-age students show a positive sentiment towards legal immigration and immigrants who
are tricked into being exploited. While they present a negative feeling towards illegal
immigration.
Addictions
• The use of mobile phones and how to manage them is one of the main topics of consultation of
parents in social media.
• Alcohol is not perceived as an addiction but as a social facilitator by young people.
• Comments and inquiries about substances of medical use among students are detected to
increase school performance.
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