Bullying As Negotiated Identities: Junior High School Girls’ Perspectives
(English)Manuscript (preprint) (Other academic)
This study explores 40 junior high school girls’ perspectives of bullying through pair and group interviews. Data collection and analyses were based on grounded theory and interactionism and focused social processes and interaction. Bullying was constructed as an identity process, including the gendered identity; victim identity; and socially valuable identity, negotiated through selfconfidence. Self-confidence was socially valued but constrained by a gender- and a normative peer structure where pressure to fit in made it difficult to have both self-confidence and have a socially valuable identity. These findings highlight how identity processes influence bullying.
Bullying, girls, identity, gender, grounded theory
Pedagogy Didactics Educational Sciences
IdentifiersURN: urn:nbn:se:liu:diva-123922OAI: oai:DiVA.org:liu-123922DiVA: diva2:893865