Sexual Sanctions and Solidarity

Heterosexual Schoolgirls’ Negotiations of Cisheteronormativity in two South African High Schools

Datos Bibliográficos

ID22335745
AutoresE Mayeza (0000-0003-4551-7399, University of the Western Cape, autor de correspondencia), D Bhana (0000-0002-8504-041X, University of KwaZulu-Natal), Raksha Janak (0000-0003-3878-9855, University of Pretoria), Ndumiso Daluxolo Ngidi (0000-0002-5287-8531, Durban University of Technology)
Año2026
Volumen56
Número1
Páginas105-118
Fecha de publicación2026-01-02
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaSociety in Transition (JOURNAL)
Identificadores de la revistaISSN: 1028-9852 • E-ISSN: 2072-1978
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/21528586.2026.2618103
OpenAlexW7129000624
IdiomaEN
Referencias citadas26

This paper examines how female heterosexual learners negotiate cisheteronormativity within South African school contexts. Using a qualitative design, we draw on two single-sex focus groups with girls aged 15–17 in two KwaZulu-Natal high schools. Cisheteronormativity is utilised as a conceptual lens to show how gendered norms naturalise a sex/gender binary and privilege heterosexuality while also opening avenues for contestation. The findings illustrate how support for gender and sexual diversity is produced in the context of girls’ reference to constitutional equality, religious and moral frames, as well as through school rituals like the matric dance. However, inclusion coexists with the reproduction of cisheteronormative binaries suggesting that acceptance of sexual diversity is partial and precarious. The paper also draws attention to the policing of boys’ masculinity and sexuality through peer surveillance, showing how masculinity is especially under pressure in the context of gender-nonconforming conduct. Despite these constraints, participants propose strategies that deal with cisheteronormativity through learner-led support groups, school counsellors, comprehensive sexuality education, and partnerships with community organisations. We conclude the paper with implications for advancing sexual diversity and justice in South African schools

Human sexuality · Negotiation · Sanctions · Gender Roles and Identity Studies · LGBTQ Health, Identity, and Policy · Sexual Assault and Victimization Studies