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. 1. Introduction Over the last several years, both youth and adults have benefited from the advancement of information and communication technologies (ICT), including increased access to the Internet and mobile phones. Research on the relationship between “emerging adults” and ICT suggests that gender differences exist. It appears that young women are more involved than young men in emailing, social networking, and texting [1–3]. Young women’s use of blogs, instant messaging, social networking, and so forth is marked by expressive language, with considerably more emotional content [4]; in some cases, it helps with their psychosocial development and social adjustment [5, 6]. According to research by Miltsov [7], even heavy Internet use (30 or more hours per week) does not detract from women’s wellbeing, although the same is not true for men’s wellbeing. On the other hand, research by Chen and Tzeng [8] suggests that it is the type of usage, rather than the amount, which is a better predictor of academic success and psychosocial adjustment. Further, the mobility of the devices can be more gratifying for young women who “may feel stronger ties to their cell phone than college aged [sic] males because it allows for independence to pursue their own interests while also being immediately accessible when they are needed by family members or friends” [9, page
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