Demonizing “Mean Girls” in the News: Was Phoebe Prince “Bullied to Death?”

Ryalls, Emily D.

doi:10.1111/j.1753-9137.2012.01127.x

Cited by 9 publications

(4 citation statements)

References 29 publications

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“…. in increasingly duplicitous and cruel ways” (Ryalls, 2012, p. 466). Sensationalization of verbal and/or indirect bullying and cyberbullying among girls vilifies and condemns girls’ patterns of communication, resulting in “calls for escalating inspection of girls in order to tame the ‘threat’ of female aggression, while ignoring the role boys may have played” (Ryalls, 2012, p. 463).…”

Section: Introductionmentioning

confidence: 99%

“…in increasingly duplicitous and cruel ways” (Ryalls, 2012, p. 466). Sensationalization of verbal and/or indirect bullying and cyberbullying among girls vilifies and condemns girls’ patterns of communication, resulting in “calls for escalating inspection of girls in order to tame the ‘threat’ of female aggression, while ignoring the role boys may have played” (Ryalls, 2012, p. 463). This attention to relational aggression among girls extends to research and scholarship (Chesney-Lind, Morash, & Irwin, 2007; Currie, Kelly, & Pomerantz, 2007), and may even inform “current violence prevention and anti-bullying programs” (Chesney-Lind et al, 2007, p. 109).…”

Section: Introductionmentioning

confidence: 99%

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Gendered and Sexualized Bullying and Cyber Bullying

et al. 2018

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Drawing on semistructured interviews with Canadian Grade 4 to 12 students, this article uses a feminist lens to explore gendered and sexualized bullying and cyberbullying among children and youth. Our findings indicate that while boys’ roles and behaviors were frequently made invisible, girls were typically spotlighted, blamed, and criticized. Girls’ experiences were often minimized and normalized by peers and linked to gender norms and stereotypes that were largely invisible to participants. The central theme of invisibility emerged, which encompassed and interconnected the three subthemes: (a) gendered stereotyping, (b) spotlighting girls, and (c) gender surveillance and policing. Gendered and sexualized bullying and cyberbullying were found to be part of a socialization process wherein girls come to expect gender-based aggression, violence, and inequality in their lives. This article makes explicit how bullying and cyberbullying are linked to societal norms that put girls at risk of harassment, violence, abuse, and discrimination.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Gendered and Sexualized Bullying and Cyber Bullying

et al. 2018

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“…Despite recognizing the potentially negative impact of insidious bullying, neither the youth nor the adults seemed aware of their own contradictory assessments of these forms of cyberbullying. Several high-profile bullying victimization cases have garnered significant media attention in the USA and Canada (Espelage and Hong 2017;Ryalls 2012;Smokowski and Evans 2019). It would be important to examine how youth incorporate attention to high-profile cases in making sense of their own cyberbullying experiences.…”

Section: Implications For Practice and Researchmentioning

confidence: 99%

Benchmarks and Bellwethers in Cyberbullying: the Relational Process of Telling

Mishna

Birze

Greenblatt

et al. 2020

Int Journal of Bullying Prevention

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There is a lack of research that examines and compares the perspectives of students and their parents and teachers with respect to cyberbullying. Qualitative data were drawn from a mixed methods study on cyberbullying among students in grades 4, 7, and 10, in a large urban school board. Interviews with 13 students and their parents and teachers took place during year one and with students and parents in year three. Data analysis occurred through an ongoing process of open, axial, and selective coding. Overall, the youth and adults demonstrated similar understanding of cyberbullying. It emerged, however, that for the youth participants, telling about their cyberbullying experiences was a relational process. In contrast, the adult participants made little mention of these relational aspects in their explanations. We characterize this relational process as students' use of benchmarks (point of reference) and bellwethers (someone or something that is used as a predictor), throughout their decision-making (both implicit and explicit). It is important that this relational process of telling, for example, deciding whether and to whom to disclose, informs education and intervention strategies. Keywords Cyberbullying. Relational aspects of cyberbullying. Cyberbullying perspectives of youth and adults. Understanding cyberbullying. Cyberbullying disclosure

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“…From the 1990s onwards the problem girl was also the subject of extensive judgmental scrutiny. The "bad girl" and the "mean girl" such as the ladette or the bully (Ryalls, 2012), the sexually precocious girl (Jackson and Tinkler, 2007;Meyer, 2010;Jackson and Vares, 2011;Dobson 2014) and the wayward gang girl (Chesney-Lind and Irwin, 2004) were repeatedly highlighted and condemned by the media. Often the judgement levelled against these figures was rooted in prejudices of social class and/or race.…”

Section: Good Girls In the Mediamentioning

confidence: 99%

From the Girl to the World: Good Girls as Political Endorsers and Agents of Change

Biressi

2018

Communication, Culture and Critique

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This article explores the ways in which "good girls" have been drawn into political discourse since the 1990s and how they are figured as political endorsers and as agents of change. Girls are increasingly addressed as active subjects and future citizens. In a postfeminist context they are regarded as entrepreneurial and self-motivated; constructed as pioneers of progress through protocols activating the "feminisation of responsibility". Girls are also increasingly prominent as advocates of social reform through their own deployment of social media. It seems then that girls are, in many ways, central to the political scene. Through an examination of good girl figures including Jackie Evancho and Malala Yousafzai this article explores how politicians and political discourse work to harness the voices of girls, to co-opt their youthful promise and to extract symbolic capital from association with them. The overall argument is that girls' assumed future success becomes (mis)represented in political discourse as evidence of progress which is always achievable and soon to be attained by all.

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Demonizing “Mean Girls” in the News: Was Phoebe Prince “Bullied to Death?”

Cited by 9 publications

References 29 publications

Gendered and Sexualized Bullying and Cyber Bullying

Gendered and Sexualized Bullying and Cyber Bullying

Benchmarks and Bellwethers in Cyberbullying: the Relational Process of Telling

From the Girl to the World: Good Girls as Political Endorsers and Agents of Change

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