Relational Aggression among Boys: Blind Spots and Hidden Dramas

Autor/inn/en	Eriksen, Ingunn Marie; Lyng, Selma Therese
Titel	Relational Aggression among Boys: Blind Spots and Hidden Dramas
Quelle	In: Gender and Education, 30 (2018) 3, S.396-409 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2016.1214691
Schlagwörter	Aggression; Interpersonal Relationship; Ethnography; Interviews; Qualitative Research; Elementary Secondary Education; Gender Differences; Student Experience; Affective Behavior; Student Attitudes; Social Attitudes; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ethnografie; Interviewing; Interviewtechnik; Qualitative Forschung; Geschlechterkonflikt; Studienerfahrung; Affective disturbance; Active behaviour; Affektive Störung; Schülerverhalten; Social attidude; Soziale Einstellung; Ausland; Norwegen
Abstract	Although boys too are involved in relational aggression, their experiences are overshadowed by the focus on relational aggression among girls. This paradox mirrors the empirical puzzle that forms the starting point for this article: while teachers saw relational aggression as a 'girl problem', we found a vast undercurrent of relational aggression among boys. Drawing on ethnographic fieldwork and interviews with staff and students in Norwegian schools, we ask how boys' relational aggression can be left unnoticed by school staff. We demonstrate that there is a gap between the experiences boys have of being victims of relational aggression and their expression of this, in terms of both their inability to talk about it and its undramatic form. We argue that this represents a blind spot for school staff and for the boys themselves, and suggest that gendered knowledge production contributes to reproducing the invisibility of relational aggression among boys. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01