Traditional and Rights-Informed Talk about Violence

Solomon, Brenda

doi:10.1177/0044118x05277922

Cited by 4 publications

(1 citation statement)

References 32 publications

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“…But the perception that "girls are worse" may indicate that girl fighting is becoming a topic worthy of further examination. As Solomon (2006) has argued, the presupposition that violence is only a masculine expression of boy culture serves to diminish girls' actions as trivial and nonthreatening. If educators do not see girl fighting as a worthy social problem that they need to be addressed, they discount the harm that this form of violence has on girls.…”

Section: Discussionmentioning

confidence: 99%

“Girls Are Worse”

Waldron

2010

Youth & Society

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This article uses a race-class-gender intersectional approach to analyze qualitative interviews with girls at two public high schools to better understand a common perception that “girls are worse” when it comes to school fights. Several different understandings of why girls fight emerged from the data. On one hand, girls’ perception of face-to-face verbal fights seemed to uphold a normative hegemonic feminine ideology. Girls fought because they were overly emotional and dramatic, or they fought over boys, adhering to a heterosexual script that is consistent with normative femininity. Yet on the other hand, sometimes girls who engaged in fights were also seen as transgressing this hegemonic ideology. They fought because they were “tomboys” or “gay girls,” this latter perception reinforcing a type of homophobic name-calling that was pervasive at the school. Finally, girls who were involved in strictly face-to-face physical fights were often constructed as “ghetto girls,” which highlighted racist stereotypes about violence in these schools. In contrast, girls themselves who had admitted to being in a face-to-face fight seemed to offer an alternative understanding of fighting. They explained fighting as a site of situated agency, where fighting was justifiable in certain contexts, especially when used as an avenue for self-defense or to gain power and respect among their cohorts.

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Section: Discussionmentioning

confidence: 99%

“Girls Are Worse”

Waldron

2010

Youth & Society

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The role of popular girls in bullying and intimidating boys and other popular girls in secondary school

Dytham

2018

British Educational Res J

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Despite a large amount of research focusing on bullying and exclusion in secondary schools, there is far less research focusing on cross-gender bullying and 'popular' students who experience bullying. This research provides an analysis of interactions between male and female students (aged 13-14) in a school in England. The data provides multiple examples, both in the form of observations and group interviews, of girls teasing, intimidating and bullying boys and other popular girls. The analysis also considers teachers' reactions to this behaviour, highlighting that it is often unnoticed. This paper raises this as an area for concern and suggests that future research should explore this further, both gaining more in-depth knowledge of female bullying and intimidation of boys and popular girls, and exploring ways of working with teachers and schools to support students.

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Cultural Approaches to Understanding School Violence

Waldron

2009

Sociology Compass

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In terms of research on school violence, criminologists have dominated the field; yet, this work has narrowly centered on crime as an indicator of violence. Although cultural sociologists have done noteworthy research on schooling and education, much of the focus has been on academic achievement. Yet, some cultural scholars have analyzed the expressions and practices of school violence, and in this paper, I argue that this approach reveals a rich, complex understanding of aggression and violence that is needed in sociological research on school violence. This includes looking at not only crime and more traditional, physical expression of violence, but also taking seriously verbal, emotion, sexual, or racial forms of violence, in addition to violence that is perpetuated by institutions. This paper reviews some of the more conventional studies on school violence and then looks at how cultural sociologists have begun to broaden this perspective. I use Swidler's 'cultural toolkit' as a framework for analyzing school violence, focusing on symbolic violence, cultural scripts, cultural resources and ideology as some of the cultural tools that prove useful to expanding our understanding of schooling and violence.596 Cultural Approaches to Understanding School Violence

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Traditional and Rights-Informed Talk about Violence

Cited by 4 publications

References 32 publications

“Girls Are Worse”

“Girls Are Worse”

The role of popular girls in bullying and intimidating boys and other popular girls in secondary school

Cultural Approaches to Understanding School Violence

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