Relational aggression among boys: blind spots and hidden dramas

Eriksen, Ingunn Marie; Lyng, Selma Therese

doi:10.1080/09540253.2016.1214691

Cited by 25 publications

(34 citation statements)

References 26 publications

(22 reference statements)

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“…These constant, derogatory reminders of being at the bottom of the social hierarchy clearly constitute bullying according to the common definition, well known by both pupils and school staff. Nevertheless, no one used the term bullying in this case, even the boys exposed to it described this as something pupils in lower status positions just have to endure (see also Eriksen and Lyng, , ). In fact, the notion of derogatory interactions between pupils of different positions and cliques as a natural and inevitable aspect of school life, was recurrently found among teachers as well as pupils.…”

Section: Resultsmentioning

confidence: 99%

“…The data drawn on in this article was collected for a research project commissioned by the Norwegian Directorate of Education, investigating schools’ efforts to promote a positive psychosocial environment and prevent bullying and harassment, as well as pupils’ perspectives and experiences (Eriksen and Lyng, , ). This study includes 40 group interviews with teachers (20) and school management (20) and 46 interviews with pupils (44 group interviews, 2 individual interviews).…”

Section: Methodsmentioning

confidence: 99%

“…negative comments, ‘bitching’, threats, mean looks, rumours, backbiting, exclusion etc. ) While the bullying definition was well known by pupils and school staff in our study, they negotiated, expanded and narrowed their definitions and uses of ‘the b‐word’, in shifting situations and positions (Eriksen and Lyng, , ). Thus, not all of the cases included in the analyses were explicitly termed as bullying by informants.…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

The Social Production of Bullying: Expanding the Repertoire of Approaches to Group Dynamics

Lyng¹

2018

Children & Society

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Bullying research has widely included group dynamics as contextual factors. However, explanations addressing the causes of bullying predominantly emphasise individual dysfunctions related to aggression and empathy. Analysing qualitative data from Norwegian schools, this article explores four different group dynamics that may produce bullying behaviours as well as deactivate empathy. Drawing on theories of social hierarchies and ingroups/outgroups, the article offers new approaches to understanding the ways in which the intense markings of social distinctions between positions and cliques in peer culture represent significant social driving forces in school bullying.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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The Social Production of Bullying: Expanding the Repertoire of Approaches to Group Dynamics

Lyng¹

2018

Children & Society

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“…Det handler ikke bare om prestasjonsforskjeller knyttet til kjønn, men om hvordan gutter og jenter er, gjør og lever sitt kjønn på. Nordiske klasseromsstudier har pekt på en utvikling fra 1970-tallet hvor jenter i dag fremstår som mye mer selvsikre i klassen og gutter mer relasjonsorienterte og omsorgfulle (Nielsen, 2014;Öhrn & Holm, 2014;Eriksen & Lyng, 2017). Dette er en utvikling som ikke ses i samme grad i studier utenfor Norden.…”

Section: Fravaer Av Prosessperspektiv På Kjønn Og Pedagogikkunclassified

Kunnskap for politikk og praksis? En analyseav Stoltenbergutvalgets kunnskapssyn

Nielsen¹,

Malterud²

2019

TfS

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I februar i år kom Stoltenbergutvalget med sin innstilling om kjønnsforskjeller i skoleprestasjoner (NOU 2019:3). Ut fra en sammenfatning av tilgjengelig forskningskunnskap, la man frem en rekke forslag til tiltak som muligens kan redusere slike kjønnsforskjeller. Det kan riktignok diskuteres om gutters lavere karakterer og større frafall i skolen utgjør et stort problem. Så langt er det ikke noe som tyder på at de stiller dårligere enn jentene på arbeidsmarkedet etter endt utdanning. I hvilken grad de vil komme til å gjøre det i fremtiden, er -også i utvalgets rapport -stort sett basert på spekulasjoner. Denne diskusjonen skal vi la ligge her. Som kjønnsforskere har vi en saerlig interesse i rapportens tema, men vårt siktemål er her mer overordnet. Utvalgets hovedanbefaling er å bygge opp et nytt og omfattende kunnskapssystem. Vi ser dette som eksempel på en strategi som i stigende grad påvirker politiske beslutninger og tiltak, uten at dette gjøres eksplisitt eller begrunnet.Det er kunnskapssynet bak dette kunnskapssystemet vi vil se naermere på i dette innlegget. Utvalgets rapport vektlegger kunnskap som kan kartlegges med standardiserte, kvantifiserbare målemetoder. Vi vil undersøke og drøfte i hvilket omfang en slik strategi kan avdekke årsakene til og effektene av kjønnsforskjellene i klasserommet. Vi vil også se på hvordan utvalget reflekterer over relevansen av denne typen kunnskap for politikk og pedagogisk praksis. Utvalget foreslår at forskere fra noen utvalgte forskningstradisjoner tildeles en sentral rolle i norsk skoleutvikling, mens skolens, laerernes, elevenes og foreldrenes

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“…However, students often do not report their experiences of bullying to adults at school (Fekkes et al, 2004;Wendelborg, 2018). Previous research has identified several factors that prevent students from reporting incidents related to bullying: these include the shame associated with being victimised by peers (Eriksen & Lyng, 2018b;Strøm et al, 2018); the lack of trust that the teacher will be able to stop (rather than aggravate) the bullying; and the fear that adults' responses will be ineffective or insensitive, and that peers will respond negatively to those who disclose that bullying is occurring by worsening or increasing the frequency with which students are bullied (Oliver & Candappa, 2007). That much bullying goes unreported is also due to the fact that knowledge about the occurrence of bullying varies between students, educators and parents (Ramsey et al, 2016;Totura et al, 2009), and that students, teachers and principals do not necessarily regard bullying in the same way, even when they are working with the same definition (Eriksen, 2018).…”

Section: Introductionmentioning

confidence: 99%

Discrepancies in school staff’s awareness of bullying

Eriksen¹,

Huang²

2019

NJCIE

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Bullying is a severe problem for school students in many education systems. We know that the role of principals and teachers is vital for detecting and following up on bullying, and for implementing appropriate measures. Staff awareness of bullying in schools is commonly reported to be far lower than students' own reports, but this is rarely studied from a comparative perspective. This study assesses reported bullying from the perspectives of students, teachers and principals in schools in Denmark, Finland, Norway and Sweden. We examine the association between the school administration's awareness of bullying among their pupils, student reports of bullying, and the information and measures put in place at schools in each country. We use comparative analyses of the International Civic and Citizen-ship Education Study (ICCS 2016) data from Denmark, Finland, Norway and Sweden (students, N = 18,962; teachers, N = 6,119; school principals, N = 630). The prevalence of students' reports of bullying are similar across the four countries, but we find large discrepancies in the prevalence of bullying re-ported by students, teachers and principals. Whereas Norwegian schools are most active in employing measures to inform and raise awareness about bullying for staff, parents and students, Finnish teachers and principals were observed to be far more aware of their students' bullying than their Nordic counter-parts.

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Relational aggression among boys: blind spots and hidden dramas

Cited by 25 publications

References 26 publications

The Social Production of Bullying: Expanding the Repertoire of Approaches to Group Dynamics

The Social Production of Bullying: Expanding the Repertoire of Approaches to Group Dynamics

Kunnskap for politikk og praksis? En analyseav Stoltenbergutvalgets kunnskapssyn

Discrepancies in school staff’s awareness of bullying

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