Cyberbullying & Girls' Online Social Performances
Upcoming SlideShare
Loading in...5
×
 

Cyberbullying & Girls' Online Social Performances

on

  • 2,936 views

 

Statistics

Views

Total Views
2,936
Views on SlideShare
2,859
Embed Views
77

Actions

Likes
0
Downloads
56
Comments
0

1 Embed 77

http://ashleyquark.wordpress.com 77

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Good morning. Thank you all for coming. My name is Ashley Quark and this presentation is based on the findings of my masters’ thesis and is entitled, “Cyberbullying and Girls’ Online Social Performances.” I plan to present for a approximately 30 minutes and then I hope to open it up for discussion. I know that many of you are educators and have likely seen cyberbullying taking place among your students and so I think it may be useful to have a discussion based around your experiences and how they might compare or contrast with the findings of my study.

Cyberbullying & Girls' Online Social Performances Cyberbullying & Girls' Online Social Performances Presentation Transcript

  • Cyberbullying and Girls’ Online Social Performances TLt Summit 2008: Learning in a Digital World Ashley A. Quark May 2008
  • What is cyberbullying?
    • Cyberbullying refers to the use of communication technologies such as email, cell phones, chat rooms, instant messaging, blogs, or personal websites to send or post deliberate text or images perceived to be cruel and harmful.
    • (Belsey, n.d; Shek, 2004)
  •  
  •  
  •  
  • What does the research say?
    • 60% of cybervictims are girls
    • Girls and boys are cyberbullying at nearly equal rates
    • (Li, 2007)
  • Research Questions
    • 1) What are female adolescents’ perceptions and experiences of cyberbullying?
    • 2) How do female adolescents’ performances of their socially constructed roles influence their role in cyberbullying?
  • Participants & Method
    • Participants: 14 adolescent girls between 13 and 18 years old
    • Data Collection: Semi-structured interviews of 30-90 minutes
    • Data Analysis: Grounded theory
  • Theoretical Framework
    • Feminist Poststructuralism
  • Nicki’s Story
    • Nicki’s Email Address:
    • [email_address]
    • The Fake Address:
    • [email_address]
  • Paulina’s Story
    • hates Paulina: I love your BFF page it suits you well NO FRIENDS!!! anyway I would like you to do everbody a favour and stop putting pictures of you on this site (ecspecially when ur half naked and trying to make out with the camera!!! (put a gawddanm shirt on :( anyway I hate the site almost as much as I hate you , you devil child (you were sent here by deemons) were you adopted??? cuz you look like my fathers hairy ass
    • Charlie Swenson: This is the worst site i have ever seen before. In your only picture of yourself on the page you look like something from a horror movie. Fuck it looks like a shriveled up piece of shit with lip stick. Fugly!!!
  • Central Argument Bullying and cyberbullying should not be viewed as separate and distinct issues—the same processes are taking place in both.
  • Central Argument
        • Effects of cyberbullying and girls’ reactions and coping strategies
    Bullying and cyberbullying should not be viewed as separate and distinct issues—the same processes are taking place in both.
  • Effects of Cyberbullying
    • Feelings of sadness and anger
    • Becoming isolated
    • Declining self-esteem
    • Declining School Performance
    • Feeling powerless
    • “ Some of the things she said actually made me cry and want to leave msn and not want to go back to school at all.”
    • “ I was just like, ‘Wow! There must be something really wrong with me if people, like really don’t like me and they like put it so publicly and everyone can see this. There must be so many people who think I’m just so dumb.’ . . . I’d just be like, ‘What am I doing? What I am doing wrong? What’s wrong with me?’”
    • “ I felt like I was so small. I did not feel big at all and like I felt like those other girls, even though I was taller than them, I felt like they were just 10 feet taller than me. I felt small and I felt so weak compared to them. . . .I felt that they had so much more power than me.”
  • Reactions to Cyberbullying
    • Responding—from vicious retaliation to complete withdrawal
    • Engaging in the situation
    • “ She started, like started calling us like sluts and hoes and whores and like streetwalkers and just stuff like that and then after a while we’d just start saying it back because we’d had enough of it.”
    • “ I could have blocked his address. I don’t know why I never did.”
    • “ I didn’t want to be like them and create my own website about them ‘cause I knew how it felt and I knew that, well honestly, if I was feeling this bad right now, why would I even want to put that kind of pain on anyone else?”
    • “ I started obsessing a lot on the computer. I started going on a lot more. Like just checking out sites, just making sure that nobody’s talking about me. I’d go on msn and make sure. . . . Like I just over-obsessed about it. Like I’d go on everyday for like 2 hours, 3 hours sometimes, just making sure that no one’s talking about me, there’s no websites about me.”
  • Coping with Cyberbullying
    • Receiving support
    • Disengaging and moving beyond
    • Channeling emotions elsewhere
    • “ My one friend wrote a long comment like, if she ever found out who it was, she’s going to kick their ass for putting stuff like that on there. And she was pretty much the only one that stood up for me.”
    • “ When I got that one about my boyfriend breaking up with me, my mom really helped me and tried to figure out who it could be or like why it happened.”
    • “ That’s kind of when they [the cyberbullies] got even more mad was when, you know, was when I told on them so they got even more angry, and . . . it just got even bigger and grew to be enormous.:”
    • “ I had like a folder of all the emails that he had sent me and in a year and a half there was about 700 in there and he [my teacher] was the one that got me to delete them all.”
  • Effects, Reactions, & Coping Strategies The effects of cyberbullying as well as girls’ reactions and coping strategies parallel those of conventional bullying, thus drawing parallels between the two.
  • Central Argument
        • Effects of cyberbullying and girls’ reactions and coping strategies
    Bullying and cyberbullying should not be viewed as separate and distinct issues—the same processes are taking place in both.
        • Girls (re)perform the same roles as victim and/or bully both online and face-to-face
    • “ I think it’s a little harsher online because people feel protected, kinda safer, than if they were in real life. Like no one can get them or hurt them back. It’s online and it’s not real life and no one else is listening.”
  • Central Argument
        • Effects of cyberbullying and girls’ reactions and coping strategies
    Bullying and cyberbullying should not be viewed as separate and distinct issues—the same processes are taking place in both.
        • Complex power relations at the heart of both bullying and cyberbullying
        • Girls (re)perform the same roles as victim and/or bully both online and face-to-face
  • Denigration of the female body
    • “ It was always stuff like sexual wise about me being a slut or stuff like that.”
    • “ Your daughter’s nothing but a lying slut, tell Sofia thanks for the herpes, I’m sending you the doctor bills for the pills I now have to take.”
    • “ If a guy like flashed a girl, it would be like, whatever, but if a girl flashed a guy, it would be like, ‘You’re a big slut.’”
  • Marginalization through Heteronormativity
    • “ People were starting to make fake names on there and writing very very mean stuff, like, that I was a lesbian and everything .”
  • Marginalization through Race/Ancestry
    • “In grade 6 they made fun of me for being a Russian, even though I’m not Russian, but they made fun of me. They would all like laugh at me, call me names and stuff, and they’d be like, “Oh you Russian.” And the one girl, as I was walking to my bus, she ran and jumped on my back and like I fell in the mud and then so this one girl called that the “Russian Attack.”
  • A a
  • Implications from Participants
    • Provide education
    • Practice Online Safety
    • “ They [teachers and principals] talk about bullying stuff, but they always talk about bullying face-to-face. Like you see all these posters up around school and they don’t even talk to us about stuff on the Internet and that sort of thing happens. I think like they’re not concentrating on how things are actually going. We get lots of videos, lots of talks, lots of posters, lots of activities even, like about bullying, and they never say anything about the Internet. . . . They never talk about it at school, and I think that’s probably what they need to do ‘cause, I mean, even if you don’t stop it completely, it’s bound to help.”
  • Implications from Existing Literature
    • Never give your password to anyone other than a parent/guardian.
    • Don’t share secrets, photos, or anything online that might be embarrassing if someone (an entire school) found out.
    • Don’t send messages when you’re angry to avoid saying something you’ll regret later.
    • Be a good cyberfriend—don’t send e-mails or IMs written by a friend to anyone else without that friend’s permission.
    • Be as nice online as you are offline.
    • Know that if you act like a cyberbully, there will be consequences/punishment.
    • (Chisholm, 2006, p. 85)
  • Implications My Recommendations Prevention and intervention must address the marginalization of students within socially constructed systems of power and privilege.
  • Implications My Recommendations
    • Administrators
        • Provide anti-oppressive education for teachers
        • Assess bullying and cyberbullying problems at your school
        • Provide education for parents
    • Teachers and Counsellors
        • Take an anti-oppressive approach in the classroom and in all interactions with students
        • Address bullying in class and hallways
  • Questions and Discussion
  • References
    • Belsey, B. (n.d). Cyberbullying.org. Retrieved October 10, 2006, from http://cyberbullying.org.
    • Chisholm, J. F.(2006). Cyberspace violence against girls and adolescent females. New York Academy of Sciences, 1087 , 74-89.
    • Li, Q. (2007). New bottle but old wine: A research on cyberbullying in schools. Computers and Human Behavior, 23(4), 1777-1791.
    • Shek, K. (2004). Faceless ‘cyberbullies’ pose new challenges to schools. Education Daily, 37 (201), 1-2.