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
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.
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.
The Large-Scale Rituals of the Repkong Tantrists in Tibet
this case, a crucial feature is that the ritual can include a powerful but ambiguous, semi-occult, and potentially violent component, which aims not only at the suppression of misfortune but potentially also at the ritual aggression of one’s human
Girlhood Identity in The Craft
The teen horror film The Craft (1996) has remained a cult classic with girl audiences for two decades. Scholarship about the film has focused on its negative representation of girls’ friendships, sexuality, and desire for power. In this article, I honor the significance of girl culture by accounting for The Craft’s appeal to girl audiences. I argue that The Craft’s relevance to girls arises from its subversion of teen film tropes. The Craft explores adolescent girls’ fear of isolation by depicting a mentally ill teenager who draws strength and happiness from the company of her friends, and becomes depressed when they oust her. By flouting the imperative for adolescent girl protagonists to be white, middle-class, mentally healthy, and normatively bodied, The Craft portrays girls’ desire for understanding over the pursuit of so-called popularity, girls’ anger arising from marginalization, and girls’ exploiting of friendship as a weapon.
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.
Exploring Female Violence, Self-management, and ADHD
Hanna Bertilsdotter Rosqvist and Linda Arnell
In this article, we explore how young women in Sweden negotiate their gendered subject positions in relation to psychiatric diagnoses, particularly Attention Deficit Hyperactivity Disorder (ADHD), and the meanings of their own violent acts. The data consists of transcripts of face-to-face interviews with young women who have experienced using aggressive and violent acts. Given that the analysis is informed by ideas developed in discursive psychology, we identified the centrality of the concepts of responsibility and self-management. In this study responsibility is connected to gendered notions of passivity and activity. What we call the ordinary girl is neither too active nor too passive, and the extraordinary girl is either too active or too passive in the managing of herself. Similar to those of a troublesome past, the narratives of ADHD enable the understanding of an intelligible violent self, and therefore make female externalized violence what we describe as narrative-able.
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.
Marjorie Harness Goodwin
Making use of videotaped interactions of lunchtime conversations among multi-ethnic preadolescent peers (based on three years of fieldwork in LA) this ethnographically based study investigates the embodied language practices through which girls construct friendship alliances as well as relationships of power and exclusion. Girls display “best friend” relations not only through roles they select in dramatic play, such as twins married to twins in “house,” but also through embraces and celebratory handclaps that affirm alliances. Older (sixth grade) girls assert their power with respect to younger fourth grade girls through intrusive activities such as grabbing food from lunchboxes, insults, and instigating gossip; younger girls boldly resist such actions through fully embodied stances. Relations of exclusion are visible not only in seating arrangements of a marginalized “tagalong” girl with respect to the friendship clique, but also highlighted in the ways she is differentially treated when an implicit social norm is violated.
Early twenty-first century North American journalists often claim that social changes such as women's liberation and civil rights have had a dark side for girls. For supposedly abandoning the safety of their traditional role in the home, girls are disproportionately characterized as being at risk of victimization, while also being increasingly cast as risks to themselves and others. Using mixed-methods content analysis, this article demonstrates that the social construct of risky girls crystallized for Toronto news after the 1997 murder of Reena Virk in British Columbia through a raced, classed, and gendered moral panic over bad girls. Discourses changed from talk of youth violence before the murder to talk of risky girls after it. By conflating victimization with offending, risky girl discourses prioritize risk management over needs. This conflation results in the increased policing and incarceration of girls and youth of color, ultimately reinforcing social inequalities like racism and patriarchy.