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Bullying and Negotiated Identities: Perspectives of 7th and 8th Grade Girls
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
2017 (English)In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 31, no 5, 414-426 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to explore 40 Swedish 7th and 8th grade girls perspectives on bullying by listening to how they discuss and understand bullying. Pair and group interviews were conducted and analysed using grounded theory. Symbolic interactionism was used as a theoretical perspective focusing on social processes and interaction. The participants constructed bullying as an identity process involving gendered identities, victim identities and socially-valuable identities where bullying was located within a gendered order. These identities were negotiated with the concept of self-confidence, where the girls both aligned with and distanced themselves from the gendered order. (C) 2017 John Wiley amp; Sons Ltd and National Childrens Bureau

Place, publisher, year, edition, pages
WILEY , 2017. Vol. 31, no 5, 414-426 p.
Keyword [en]
bullying; gender; girls; grounded theory; identity
National Category
Social Work
Identifiers
URN: urn:nbn:se:liu:diva-141125DOI: 10.1111/chso.12212ISI: 000409264100008OAI: oai:DiVA.org:liu-141125DiVA: diva2:1144756
Available from: 2017-09-27 Created: 2017-09-27 Last updated: 2017-11-06

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The full text will be freely available from 2019-02-08 14:27
Available from 2019-02-08 14:27

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  • apa
  • harvard1
  • ieee
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  • vancouver
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More styles
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf