Several studies have established that female journalists experience (sexual) harassment and online abuse considerably more than their male colleagues. Understandably, this has resulted in a gap in research – male journalists’ experiences with abusive online communication have not yet been thoroughly studied. This paper seeks to understand how abusive communication is contextualised and defined by male journalists in the context of hegemonic masculinity, and to explore which coping strategies are employed to overcome such experiences. From qualitative in-depth interviews with male journalists (n=15), we found that participants considered different forms of abusive online communication from readers/sources a normalised practice, “feedback” that one must just ignore or overcome. Experiences are interpreted predominantly in the frame of hegemonic (complicit) masculinity, but the results also indicate that shifts in these rigid norms are emerging and can be embraced when acknowledged and supported by surrounding structures.

<div><div><div><p>The stereotype of the “ideal victim” often determines who is considered deserving of victim status, especially in sexual violence cases. In this Chapter, we explore how is the so-called “ideal victim” stereotype constructed and what are the elements necessary for the perception of “ideal victimhood.” We use empirical data from an unmoderated anonymous Estonian online forum that hosts various topic threads from children and young people, including posts about personally experienced sexual violence (N=28) and replies to these posts (N=361). The data was analyzed by combining a discursive psychological approach with qualitative thematic analysis. Results reveal and illustrate how the stereotype is constructed from various elements and characteristics of social scripts, perceived gender roles, and misconceptions about sexuality. We unveil how these social constructions affect responses and attitudes towards sexual abuse victims to provide input for designing prevention efforts that support disclosure and help-seeking.</p><p><br></p><div><div><div><p>This Chapter will soon appear in the book Child Sexual Abuse and the Media (publisher: NOMOS).</p></div></div></div></div></div></div>

This study explored Estonian teachers’ perceptions and practices about student-teacher interaction on Facebook. Four focus group interviews with high-school teachers (n=21) revealed that educators are used to monitoring their students’ posts on Facebook and consider it their role to intervene whenever something inappropriate is posted. Teachers viewed such social media surveillance as a routine and harmless practice which does not violate students’ privacy. The participants of our study do not see any need for formal social media policies to regulate student-teacher interaction on social media, as they consider themselves perfectly capable of making ethical choices in this realm.