A perceived rise in girls' physical aggression is alarming the public as it collides with dominant views of femininity. Existing research focuses on either boys' violence or girls' non-physical aggression, leaving the realm of girls' physical aggression relatively unexplored. Using data from ethnographic observations and interviews, this study examines young adolescent girls' experience of their and their peers' fighting. Findings indicate that girls participate in fights to stand up for themselves and others, to show they are not afraid, and for fun. This study calls for continued in-depth research into girls' perspectives on aggression and violence in order to provide insight into how gendered, raced, and classed structures affect girls. It seeks, too, to address the problems that arise from girls fighting.
Adolescent Girls Speak about Girls' Aggression
Melissa K. Levy
Girlhood Identity in The Craft
film tropes within discourses of gender and girlhood, such as popularity, friendship, and aggression. My aim is to examine how The Craft ’s portrayal of girlhood stands out from the canon of American teen and/or horror film, and, in this way, account
Sexuality, Violence, and the Body (Politic) in Richard III
Building on Katherine Schaap Williams’s (2009) reading of the play, this article uses a disability studies approach to consider Richard Loncraine’s 1995 film adaptation of Shakespeare’s Richard III. Loncraine’s adaptation allows modern-day viewers to experience a highly visual (and often intimate) exchange with Sir Ian McKellen as Richard Gloucester. Specifically, Gloucester’s verbal claims of a disability that renders him unsuitable as a leader and a lack of sexual prowess are juxtaposed alongside sexually violent visual actions and imagery—particularly in the form of phallic symbols. The juxtaposition of verbal passivity in opposition to visual aggression demonstrates how Richard showcases or hides his disability as he pursues the throne: the first half of the film features Richard masquerading ability, while the second half features him masquerading disability.
Exploring Female Violence, Self-management, and ADHD
Hanna Bertilsdotter Rosqvist and Linda Arnell
Popular constructions of the mean girl are anchored in a discussion of girls’ psychological development in relation to indirect and relational aggression ( Ringrose 2006 ). Relationally aggressive behaviour has been linked to girls’ powerlessness
Based on film examples and evolutionary psychology, this article discusses why viewers are fascinated not only with funny and pleasure-evoking films, but also with sad and disgust-evoking ones. This article argues that although the basic emotional mechanisms are made to avoid negative experiences and approach pleasant ones, a series of adaptations modify such mechanisms. Goal-setting in narratives implies that a certain amount of negative experiences are gratifying challenges, and comic mechanisms make it possible to deal with negative social emotions such as shame. Innate adaptations make negative events fascinating because of the clear survival value, as when children are fascinated by stories about loss of parental attachment. Furthermore, it seems that the interest in tragic stories ending in death is an innate adaptation to reaffirm social attachment by the shared ritual of sadness, often linked to acceptance of group living and a tribal identity.
Dafna Lemish and Shiri Reznik
This study explores gender differences in the roles of humor in the lives of Israeli children. Thirty-four Jewish middle-class Israeli children, sixteen girls and eighteen boys, aged between eight to ten years, were interviewed in focus groups in which they discussed a variety of humorous video segments, jokes, and everyday humor. The analysis suggests that humor in interaction is a highly gendered process in this age group and is employed differently by boys and girls to perform their gendered identities. Girls engaged much less in sexist and aggressive humor and clearly used it to maintain their separateness from boys and younger children. We conclude that humor provides us with another avenue through which to unveil the complicated processes of gender construction in pre-adolescent childhood, while demonstrating at the same time the ambivalence and complexity involved in these processes.
evolutionary psychology approach; ignoring new forms of aggression; and failing to acknowledge the political underpinnings of his own research. In this article, I will explore these shortcomings in relation to sexual violence. The study of sexual violence is
” (predation, dominance, revenge, sadism, and ideology). 2 Pinker agrees, however, with Elias that historical circumstances have tended more and more over time to deter aggression in human societies and to facilitate cooperation and forbearance. He does not
Mofeyisara Oluwatoyin Omobowale, Offiong Esop Akpabio and Olukemi Kehinde Amodu
Masculinity, as an identity signifier along gender lines, varies from one society to another. The nature, definition, and expression of masculinity (dominance, oppression, violence, and aggression) through social interactions may breed bullying, as found in the Agbowo community of Ibadan, Nigeria. The data for the study were collected through mixed methods and revealed that patriarchal constructed masculinity allows for hegemonic dominance, aggression, oppression, and violent acts that foster bullying among adolescent males in Agbowo. Hence, to address bullying-related problems among adolescents, an understanding of the societal context in which it is carried out is required.
Teen Girls Negotiating Discourses of Competitive, Heterosexualized Aggression
In this paper I explore the themes of heterosexualized competition and aggression in Avril Lavigne's music video Girlfriend (2007) as representative of the violent heterosexualized politics within which girls are incited to compete in contemporary schooling and popular culture. I argue that psycho-educational discourses attempting to explain girls' aggression and bullying fail to account for the heterosexualized, classed or racialized power dynamics of social competition that organize heteronormative femininity. Then I elaborate a psychosocial approach using psychoanalytic concepts to trace how teen girls negotiate contemporary discourses of sexual aggression and competition. Drawing on findings from a study with racially and economically marginalized girls aged thirteen to fourteen attending an innercity school in South Wales, I suggest that the girls enact regulatory, classed discourses like slut to manage performances of heterosexualized aggression. However, alongside their demonstration of the impetus toward sexual regulation of one another, I show how the girls in my study are also attempting to challenge heteronormative formations of performing sexy-aggressive. Moments of critical resistance in their narratives, when they refuse to pathologize aggressive girls as mean and/or bullies, and in their fantasies, when they reject heterosexual relationships like marriage are explored.