Kissing brides and loving hot vampires: children’s construction and perpetuation of heteronormativity in elementary school classrooms

Ryan, Caitlin

doi:10.1080/14681811.2015.1052874

Cited by 24 publications

(19 citation statements)

References 28 publications

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“…These findings may reflect an understanding of heteronormativity prior to the development of a sexual (minority) identity. Indeed, negative attitudes toward same‐sex couples can be identified in children as young as five (Clark, ), and qualitative research similarly suggests considerable heteronormativity within the school and peer context starting in elementary school (Myers & Raymond, ; Ryan, ).…”

Section: Theoretical Contextmentioning

confidence: 99%

Victimization Disparities Between Heterosexual and Sexual Minority Youth From Ages 9 to 15

Martin‐Storey

Fish

2018

Child Development

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Mental health disparities between heterosexual and sexual minority youth are partly explained by the higher rates of victimization experienced by sexual minority youth. The onset and progression of these victimization disparities, however, are poorly understood. Using multirater longitudinal data, trajectories of victimization starting at age 9 were compared among youth who did and did not report same-sex attraction at age 15 (N = 310). Self and teacher, but not primary caregivers, reported victimization was significantly higher among sexual minority youth starting at age 9, but did not vary across time. The findings underscore the importance of understanding homophobic experiences of sexual minority youth during late childhood and early adolescence in order to inform prevention programs.

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Section: Theoretical Contextmentioning

confidence: 99%

Victimization Disparities Between Heterosexual and Sexual Minority Youth From Ages 9 to 15

Martin‐Storey

Fish

2018

Child Development

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“…Overall, studies of gender and sexuality in schools tend to focus on the (re)production of dominant discourses and the (un)availability of subject positions that are the consequence thereof (Dalley and Campbell 2006;Renold 2006;Ryan 2016). In this line of theorising there is a clear directionality from power to subject identity, a directionality in which there might not always be room for instability and in which relationality is seen as in service of individual identity (see also Spronk 2014).…”

Section: Discussion: Heteronormative By Default?mentioning

confidence: 99%

“…Schools have been described as 'hegemonically heterosexual' (Batsleer 2012), characterised as oppressive and tense spaces where 'heterosexuality is the ever-present, regulating influence in classrooms' (Ryan 2016, 79), and as invisibly structured by heteronormativity (DePalma and Atkinson 2010). This heteronormative structure silences or disparages queer sexualities (Ryan 2016) and is seen as in need of being 'tackled' (Sauntson and Simpson 2011). Furthermore, heteronormativity has been described as an implicit moral framework (Vinjamuri 2015), or an ideology (Yep 2002), that 'hurts everyone' (Knight et al 2013).…”

Section: Normalising Heterosexualitymentioning

confidence: 99%

Watching six-packs, chilling together, spreading rumours: enacting heteronormativity through secondary school friendships and teaching practices

Krebbekx

2018

Gender and Education

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This paper explores the ways in which heteronormativity is enacted through friendships and teaching practices in and around secondary schools. Based on ethnographic fieldwork conducted in three schools in the Netherlands, it describes heteronormativity as relational and situational. Among pupils, heteronormativity was presupposed yet also made in practices of forming, consolidating or ending friendships. Relations between teachers and pupils showed heteronormativity to be differentiated across contexts: in two schools heterosexuality was drawn upon to ease teaching relations, while at a third school it was seen as a hindrance to academic achievement and therefore relegated to the private sphere. Arguing that heteronormativity is enacted in realms of social life that are often desexualised, those of friendship and pedagogy, this paper breaks with the tendency to produce singular accounts of heteronormativity and its effect in schools.

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“…Pointing at the ways in which sexuality intersects with issues of gender, class/education, ethnicity and race, studies have uncovered values and norms that might implicitly be communicated in sexuality education. They deconstruct hegemonic gender structures (Sanjakdar et al., 2015) and racialized knowledges (Bredstrom, 2005; Quinlivan, 2017) that shape sex education curricula, uncover ‘hidden lessons’ of the curriculum (Fields, 2008), or ‘make visible’ how heterosexual structures influence classroom interaction (Ryan, 2016).…”

Section: Critical Constructivist Studies Of Sex Educationmentioning

confidence: 99%

“…1. This is not exclusive to the secondary school as sexuality does not suddenly appear during adolescence, but is articulated and shaped earlier (see for example Kuik, 2013; Renold, 2005; Ryan, 2016; Thorne, 1993). …”

mentioning

confidence: 99%

What else can sex education do? Logics and effects in classroom practices

Krebbekx

2018

Sexualities

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Comprehensive sex education (CSE) has been heralded as effective in promoting sexually healthy behaviour in youth. At the same time, it has also been countered by critique, indicating that CSE is not a neutral vehicle for the transmission of knowledge. To think sex education outside this opposition of health intervention and critique, this article asks: What else can sex education do? Three ethnographic cases from secondary schools in the Netherlands showed the school to be a space/time for sexuality, showed how sexual knowledge is produced and used in class, and how sex education plays into and depends on processes of (gendered) popularity. In addition, the analysis pointed to the ways in which comprehensive sex education in practice (re)produces ethnic characterizations of sexuality. Finally, the analysis of sex education in practice complicated the ways in which sex education is conceptualized and measured as a health intervention.

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Kissing brides and loving hot vampires: children’s construction and perpetuation of heteronormativity in elementary school classrooms

Cited by 24 publications

References 28 publications

Victimization Disparities Between Heterosexual and Sexual Minority Youth From Ages 9 to 15

Victimization Disparities Between Heterosexual and Sexual Minority Youth From Ages 9 to 15

Watching six-packs, chilling together, spreading rumours: enacting heteronormativity through secondary school friendships and teaching practices

What else can sex education do? Logics and effects in classroom practices

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