He-Said-She-Said: Talk as Social Organization among Black Children

Wein, Elizabeth; Goodwin, Marjorie Harness

doi:10.2307/541442

Cited by 12 publications

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“…Ironic insulting is not just an interactional competence of making opposition in verbal interactions (Goodwin, 1990) and of being expressive and assertive (Kochman, 1983) but is also recognized by professionals as teachable competence. Then professionals give adolescents leeway to have ironic disputes without much interference.…”

Section: Discussionmentioning

confidence: 99%

“…Children articulate and negotiate conditions of group membership (Goodwin, 1983(Goodwin, , 1990(Goodwin, , 2006(Goodwin, , 2007. As Pagliai (2010) argues, for participants to be successful in a dispute, they must cooperate, in our case, exchanging insults.…”

Section: Excerptmentioning

confidence: 99%

“…Politeness strategies are less frequent amongst adolescents than adults. Adolescents often support their disputes with vowel lengths, distinctive pitch, raised pitch on negatives, and other embodied performances (Goodwin, 1983(Goodwin, , 1990Goodwin, Goodwin, & Yaeger-Dror, 2002). Tetreault (2010), in her study of French Algerian adolescents, found that these ironic and insulting practices highlight the thin line between play and reality as ironic remarks may be interpreted as genuine insults leading to real trouble.…”

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confidence: 99%

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Accomplishing irony: Socializing foster children into peer culture

Nijnatten

Matarese

Noordegraaf

2017

Child & Family Social Work

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Parents indirectly influence their children's peer interactions by implicit socialization and directly by interference. They influence their (young) children's doings by supervising their contacts with friends, monitoring where they go, and facilitating their meetings with friends at home. Adolescents' growing orientation to peers is often at the cost of direct contact with their parents. Potentially, conversations with adolescent children become significant moments for parents to collect information about their children's social lives, preparing them for the challenges of their preadult social life. We studied conversations between in state‐created family homes amongst foster parents (FPs) and out‐of‐home‐placed adolescents, to see how FPs prepare foster adolescents to deal with the dynamics of peer culture, specifically in mocking practices. We are interested in the pedagogical role of FPs in these practices. We find that peer culture behavior is expressed in the context of family homes. Rather than preparing adolescents for peer culture indirectly by discussing possible, or hypothetical, situations, FPs react directly to peer culture expressions at the dinner table. In their approach, FPs demonstrate that peer culture membership is not just an interactional competence but also a teachable issue.

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Section: Discussionmentioning

confidence: 99%

Section: Excerptmentioning

confidence: 99%

mentioning

confidence: 99%

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Accomplishing irony: Socializing foster children into peer culture

Nijnatten

Matarese

Noordegraaf

2017

Child & Family Social Work

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“…As previously mentioned, friendships are found to be associated to several positive outcomes; nevertheless, friendships can have a negative impact on pupils' well‐being when related to issues such as rejection, exclusion and bullying (Bouchard et al, 2018; Faris et al, 2020; Leach, 2018; Mishna et al, 2008; Yoon, 2019). Previous research shows how friendships are closely connected to both inclusion and exclusion as it is important to set the boundaries for who is a friend and who is not (Corsaro, 1985; Goodwin, 1990, 2006; Svahn & Evaldsson, 2011) and to protect ongoing activities from intruders (Corsaro, 1985; Evaldsson & Karlsson, 2020; Rizzo, 1989). For instance, when children seek social participation and entrance to activities, this might evoke disputes and feelings of jealousy in the friendship constellation and even, at times, processes of exclusion (Corsaro, 1985; Duncan, 2004; Evaldsson & Karlsson, 2020; Rizzo, 1989).…”

Section: Complex Friendship Processesmentioning

confidence: 99%

The need to belong: Girls' trajectory perspectives on friendship forming in the school setting

Forsberg

2023

Children & Society

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This article is based on pair and group interviews with 40 girls in lower secondary school in Sweden and examines their perspectives on friendship forming. Constructivist grounded theory was used throughout the study. The findings address girls' trajectory perspectives on friendship forming and how the school setting, gender norms and social exclusion anxiety influence their friendships over time. In particular, they highlight a fear of being excluded as associated with the school setting. This fear shows how friendship forming and bullying connect to each other by highlighting how the need to socially belong is the most important thing in school.

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“…This ranking aversion is manifest in girls' negative reactions to other girls who are perceived to compete or claim superiority. In her ethnographic study, Goodwin (1990) observed the following: Girls differ from boys not only in terms of the criteria they employ for making comparisons, but also in their attitudes toward the activity of This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Gender and Relational Norms With Same-gender Peersmentioning

confidence: 99%

Gender differences in response to competition with same-gender coworkers: A relational perspective.

Lee

Kesebir

Pillutla

2016

Journal of Personality and Social Psychology

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We take a relational perspective to explain how women and men may differently experience competition with their same-gender coworkers. According to gender socialization research, the female peer culture values harmony and the appearance of equality, whereas hierarchical ranking is integral to the male peer culture. As competition dispenses with equality and creates a ranking hierarchy, we propose that competition is at odds with the norms of female (but not male) peer relationships. On this basis, we predicted and found in 1 correlational study and 3 experiments that women regard competition with their same-gender coworkers as less desirable than men do, and that their relationships with each other suffer in the presence of competition. We discuss the implications of these findings for women's career progression. (PsycINFO Database Record

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He-Said-She-Said: Talk as Social Organization among Black Children

Cited by 12 publications

References 0 publications

Accomplishing irony: Socializing foster children into peer culture

Accomplishing irony: Socializing foster children into peer culture

The need to belong: Girls' trajectory perspectives on friendship forming in the school setting

Gender differences in response to competition with same-gender coworkers: A relational perspective.

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