I Hope Nobody Feels Harassed”

Bibliographic Data

ID12975089
AuthorsSusan McCullough (0000-0002-6085-1427, corresponding author)
Year2017
Volume10
Issue1
Publication date2017-01-01
Open AccessNo
TypeARTICLE
VenueGirlhood Studies (JOURNAL)
Journal identifiersISSN: 1938-8209 • E-ISSN: 1938-8322
PublisherBerghahn Books (PUBLISHER • GB)
DOI10.3167/ghs.2017.100105
OpenAlexW2599818337
LanguageEN
Citations received1
References cited15

In this article, based on an ethnographic study conducted at a New York City public middle school during the 2013 to 2014 school year, I examine gender relations between early adolescent girls and boys, and between them and their teachers. The data—interviews and focus groups with girls, as well as observations—reveals girls’ perceptions of the boys’ dominance in the school and the ways in which boys used symbolic violence and sexual harassment to maintain their social, emotional, and physical power over the girls. Also, I discuss teacher denial of, and complicity in, these structures of power between students. Teachers normalized the hegemonic masculine practices as typical adolescent behavior and the school was deemed to be a gender equitable site by students and teachers. Furthermore, I consider questions regarding the role of teachers in this institutional violence against girls, as well as in relation to my role as researcher

Complicity · Denial · Developmental psychology · Dominance (genetics · Ethnography · Focus group · Harassment · Hegemonic masculinity · Masculinity · nobody · Power (physics · Power structure · Sociology · Children's Rights and Participation · Critical Race Theory in Education · Gender Roles and Identity Studies · Gender Studies · Psychology · Social Psychology

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