School Staff Responses to Gender-Based Bullying as Moral Interpretation: An Exploratory Study

Autor/inn/en	Anagnostopoulos, Dorothea; Buchanan, Nicole T.; Pereira, Christine; Lichty, Lauren F.
Titel	School Staff Responses to Gender-Based Bullying as Moral Interpretation: An Exploratory Study
Quelle	In: Educational Policy, 23 (2009) 4, S.519-553 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904807312469
Schlagwörter	Bullying; Prevention; Dating (Social); Gender Differences; Moral Values; Public Schools; Peer Relationship; Teacher Attitudes; Violence; Interviews; Secondary School Teachers; School Personnel; Social Influences; Cultural Influences; School Culture; Teacher Role; Sexual Harassment; Homosexuality; Social Attitudes; Intervention; Sexual Orientation; School Policy + Suchen Sie Ihr Suchwort? Mobbing; Prävention; Vorbeugung; Geschlechterkonflikt; Moral value; Ethischer Wert; Public school; Öffentliche Schule; Peer-Beziehungen; Lehrerverhalten; Gewalt; Interviewing; Interviewtechnik; Schulpersonal; Sozialer Einfluss; Cultural influence; Kultureinfluss; Schulkultur; Schulleben; Lehrerrolle; Sexuelle Belästigung; Homosexualität; Social attidude; Soziale Einstellung; Sexuelle Orientierung; Schulpolitik
Abstract	Gender-based bullying is the most common form of violence that students encounter in U.S. public schools. Several large-scale surveys reveal its consequences for students. Fewer studies examine how school staff members make sense of and respond to such violence. The authors address this knowledge gap by presenting analyses of interviews conducted with high school faculty and staff. Synthesizing sociological studies of violence and positioning theory, the authors illuminate the webs of relationships and cultural narratives in which school staff responses to gender-based bullying are situated. The authors find that, although school staff members felt compelled to intervene when male students sexually harassed quiet girls, they were reluctant to intervene in abusive heterosexual dating relationships and were ambivalent about their responsibility toward gay and lesbian targets of bullying. The authors argue for expanding prevention efforts beyond intervention to engage school staff in critically examining sexist and heterosexist roles, norms, and practices. (Contains 3 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10