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Feminismo/s 25. School violence and gender

Feminismo/s 25
 

 

 

FEMINISMO/S
Journal of University of Alicante's Research Institute
for Gender Studies

No. 25, June 2015

 

VIOLENCIA ESCOLAR Y GÉNERO
Almudena Iniesta Martínez (Coord.)

INDEX

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Bio-biographical review
Editorial standards

Abstracts

  • María L. Valvidares Súarez
Violencia escolar, patrones de género y derechos fundamentales. Una reflexión a partir del "Caso Carla"

Moving from a recent case of bullying, this article tries to reflect on the problems deriving from the legal reaction. It focuses on the right to education, as the right that has to guide community’s reaction towards bullying, since it is the tool to make people respect democratic principles of cohabitation facing vulnerability situations due to minority, gender and sexual orientation, among others.

Keywords: bullying, cyber-bullying, fundamental rights, gender, equality, right to education.

  • Maite Garaigordobil y Carmen Maganto
Relación entre actitudes sexistas y variables emocionales positivas y negativas

The investigation had two goals: (1) to analyze the relations between sexism (HS-hostile, BS-benevolent, AS-ambivalent) and positive and negative emotions; and (2) to identify predictor variables of HS and BS. The sample comprised 941 students from 14 to 25 years old. The results revealed positive correlations of HS and AS with state/trait anxiety, state/trait anger, and the anger expression index; and negative correlations with feelings of happiness and self-esteem. BS was not correlated with any variable. The predictor variables of HS were: few feelings of happiness, low level of state-depression and of trait-anxiety, high level of state-anger and anger expression. Few feelings of happiness, low level of state-depression, and high level of state-anger were predictors of BS. The effect of positive emotions on sexist attitudes is discussed.

Keywords: Sexism, self-esteem, happiness, anxiety, depression, anger, emotional development.

  • Cecilia Alonso Martínez
La primera calle, la primera marginación: el bullying en un espacio marginal de la capital de Cuba

This paper studies the need of integration for kids and adolescents of El Fanguito and Las Canteras to avoid social bullying and gender discrimination. It also analyzes the limitations imposed by poverty in order to search creative solutions for the material needs and it also exposes the consequences of living in a marginal place in the construction of the imago world. Finally, it exposes the solutions for negative manners and proposes a way for the construction of the dialogue Fanguito-Canteras.

Keywords: integration, marginalization, poverty, river, dialogue, adult education.

  • Almudena Iniesta Martínez y Ana Isabel Invernón Gómez
Violencia escolar y relaciones de género: una aproximación teórica

This research analyses gender violence in adolescence focusing especially where it occurs in schools. We conducted a review of the terminology of violence showing an asymmetrical power relationship between the teenagers which lead to sexist attitudes and violent behaviour. To focus on the study of gender and violence in schools, we compared several of the most relevant research articles on the incidence of this violence in order to reflect into the causes, procedures and scenarios that legitimise and maintain these behaviours. Finally, we suggest some guidelines from various social institutions that are aimed at preventing this behaviour.

Keywords: adolescence, asymmetrical power, gender, school violence.

  • Raúl Navarro, Elisa Larrañaga y Santiago Yubero
El conflicto de rol de género masculino y su vinculación con el acoso escolar (Bullying)

The aim of this study was to analyze the association between the masculine gender role conflict and school bullying. The sample was made up of 786 Spanish adolescents boys, aged 12 to 17 years (M = 14.5, SD = 1.58). Three groups of adolescents boys were distinguished according with their experimentation of the gender role conflict: high, average and low. The results of the ANOVAS indicated that the construct of gender role conflict and their conflict patterns were related to the different forms of school bullying and victimization. Bullying seems to be configured as a response to the fail in adhering the restrictive gender roles and also a way of punish peers who do not adhere these restrictive roles.

Keywords: male gender role conflict, school bullying, adolescence.

  • Reyes Sánchez, Céleste León, Bélen Martínez-Ferrer y David Moreno
Adolescentes agresores en la escuela. Un análisis desde la perspectiva de género

The aim of this research was to analyze if there are individual differences amongst young aggressors females and males, family related differences, differences at school and community related differences. The final testing was made using 348 teenagers who had high rankings in violence at school, out of which 70% were male and 30% female, with ages ranging between 12 and 18 (M=15.01, DT=1.73) in four Secondary Schools in Andalusia. The results obtained show the differences between male and female bullies at an individual level (empathy and academic self-esteem), family (positive communication with the father), school (acceptance and social relations) and community (participation). Finally, results and its implications are discussed.

Keywords: School violence, adolescents, aggressors, gender, ecological model.

  • Práxedes Muñoz Sánchez y Mercedes Álvarez García
La escucha etnográfica en la violencia de género desde espacios educativos culturales. Reflexión para descolonizar el feminismo

To deal with gender violence in formal and informal educational facilities, strategies are required to identify violences and their symbols, to be close to a more anthropological view agreeing with cultural and social convergences. A unique characterization of the violence that makes visible different behaviors and gives connection with an independent public recognition of private and public, household and community integrity is rejected. The complexity of the symbols that exist in many companies is accentuated, in this case experiences that have worked from a reflexive ethnography in multicultural and intercultural spaces confirm a need to incorporate a decolonization understanding of gender violence.

Keywords: violence, gender, feminism, decolonization, education spaces, community, ethnography.

  • Irene Liberia Vaya, Belén Zurbano Berenguer y Daniel Barredo Ibañez
Percepciones de los jóvenes acerca de las actuaciones y discursos públicos sobre la violencia de género en España (2013)

Young Spanish people, embedded in a sensitive but clearly uninformed social imaginary, display a degree of tolerance for violence even higher than population of higher age. Teenagers are not able to identify certain behaviours as sexist-or, if necessary, violent– and that motivates the absence of a homogenate speech of rejection. In that sense, this work has addressed the valuation of some students of Seville to political, legal and media discourses on gender violence. Challenged through the survey technique (with closed and open fields for further quantitative and qualitative treatment), young people questioned have revealed a lack of trust in institutions and justice, as well as a large influence of the media communication as a source of first information in knowledge about gender violence. The main conclusions also have revealed some general guidelines that challenge as inadequate security measures for victims.

Keywords: Gender-based violence; youth; violence against women; collective imaginary; social concept.


  • Marta G. Moreno
La influencia del arquetipo la gran madre en el bullying a través de Carrie (1974) de Stephen King

The archetypes from the collective unconscious reveal some complexes that lie beneath the psyche and which are projected by it. Adolescence is a crucial moment when an inappropriate family environmental against its social development, it can suppose terrible consequences in the psychological development of the adolescent. Literature, as a reflection of our life experiences, is again a relevant analysis tool to explain, how matriarchy, can complicate a normal stage of development in adolescence. Through analytical psychology, the symbology of the archetypes will relate the Great Mother archetype and the influence in the bullying victim. Carrie (1974) will help us to explain these questions and how these experiences are assimilated by the psyche.

Keywords: bullying, archetypes, adolescence, Great Mother.

 

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