scholarly journals Bullying in Five European Countries: Evidence for Bringing Gendered Phenomena Under the Umbrella of ‘Sexual Bullying’ in Research and Practice

Sex Roles ◽  
2021 ◽  
Author(s):  
Tamara Turner-Moore ◽  
Kate Milnes ◽  
Brendan Gough
Keyword(s):  
Factor Analysis ◽  
Young People ◽  
European Countries ◽  
Research And Practice ◽  
Gender Expression ◽  
Sexuality And Gender ◽  
Peer Victimisation ◽  
And Gender ◽  
Bullying Victimisation ◽  
Cross National

AbstractSexual bullying refers to bullying or harassment that is sexualised, related to sexuality, and/or related to gender expression (Duncan, 1999). Research on sexual bullying is disparate and still developing as a field. This study extends on this research through a mixed-methods analysis of the different forms of sexual bullying and the relationships between them across five European nations. Participants were 253 young people (aged 13–18) from Bulgaria, England, Italy, Latvia and Slovenia. As part of focus groups on sexual bullying, participants individually and anonymously completed a Sexual Bullying Questionnaire (SBQ), comprising closed- and open-ended questions about their experiences of victimisation and bullying their peers. Factor analysis identified five forms of sexual bullying victimisation and two forms of sexual bullying towards peers. The quantitative and qualitative findings indicated that bullying or harassment that is sexualised, related to sexuality, and/or related to gender expression are associated with each other. Further, sexual bullying was found to be common to all five European countries indicating that it is a cross-national issue. The associations between sexualised, sexuality and gender expression bullying or harassment support the use of the term sexual bullying to unite these forms of peer victimisation in research and practice. Further, all countries studied require initiatives to address sexual bullying, and the gender and sexual norms that may contribute to it, with tailoring to the country context.

scholarly journals ‘You're not sure that you are gay yet’: The perpetuation of the ‘phase’ in the lives of young disabled LGBT + people

Sexualities ◽  
2019 ◽  
Vol 23 (4) ◽  
pp. 516-529 ◽  
Author(s):  
Alex Toft ◽  
Anita Franklin ◽  
Emma Langley
Keyword(s):  
Young People ◽  
Gender Identity ◽  
Detailed Analysis ◽  
Social Structures ◽  
Authentic Identity ◽  
Sexuality And Gender ◽  
Nuanced Understanding ◽  
Lgbt People ◽  
And Gender ◽  
Identity Shifts

Contemporary discourse on sexuality presents a picture of fluidity and malleability, with research continuing to frame sexuality as negotiable, within certain parameters and social structures. Such investigation is fraught with difficulties, due in part to the fact that as one explores how identity shifts, language terms such as ‘phase’ emerge conjuring images of a definitive path towards an end-goal, as young people battle through a period of confusion and emerge at their true or authentic identity. Seeing sexuality and gender identity as a phase can delegitimise and prevent access to support, which is not offered due to the misconception that it is not relevant and that one can grow out of being LGBT+. This article explores the lives of disabled LGBT + young people from their perspective, using their experiences and stories to explore their identities and examine how this links to the misconception of their sexuality and gender as a phase. Taking inspiration from the work of scholars exploring sexual and gender identity, and sexual storytelling; the article is framed by intersectionality which allows for a detailed analysis of how identities interact and inform, when used as an analytic tool. The article calls for a more nuanced understanding of sexuality and gender in the lives of disabled LGBT + young people, which will help to reduce inequality and exclusion.

scholarly journals Policing Visible Sexual/Gender Diversity as a Program of Governance

2012 ◽  
Vol 1 (1) ◽  
pp. 14-26 ◽  
Author(s):  
Angela Dwyer
Keyword(s):  
Young People ◽  
Gender Diversity ◽  
Public Spaces ◽  
Gender And Sexuality ◽  
Interview Data ◽  
Same Sex ◽  
The Public ◽  
Sexuality And Gender ◽  
And Gender ◽  
Police Interactions

Using interview data on LGBT young people’s policing experiences, I argue policing and security works as a program of government (Dean 1999; Foucault 1991; Rose 1999) that constrains the visibilities of diverse sexuality and gender in public spaces. While young people narrated police actions as discriminatory, the interactions were complex and multi-faceted with police and security working to subtly constrain the public visibilities of ‘queerness’. Same sex affection, for instance, was visibly yet unverifiably (Mason 2002) regulated by police as a method of governing the boundaries of proper gender and sexuality in public. The paper concludes by noting how the visibility of police interactions with LGBT young people demonstrates to the public that public spaces are, and should remain, heterosexual spaces.

Gender diversity and non-binary presentations in young people attending the United Kingdom’s National Gender Identity Development Service

2018 ◽  
Vol 24 (2) ◽  
pp. 277-290 ◽  
Author(s):  
Jos Twist ◽  
Nastasja M de Graaf
Keyword(s):  
Young People ◽  
Identity Development ◽  
Gender Identity ◽  
Gender Diversity ◽  
The Body ◽  
Intrinsic Factors ◽  
Gender Expression ◽  
And Gender ◽  
Development Service ◽  
Binary Gender

There has been a recent rise in the number of people who hold a non-binary gender identity. However, the proportion of young people attending gender services who identify as non-binary has not yet been investigated. This article presents the findings from a pilot study of newly designed questionnaire, the Gender Diversity Questionnaire, which included questions about gender identity and gender expression. Responses from 251 adolescents attending the United Kingdom’s National Gender Identity Development Service between June 2016 and February 2017 are reported here. The majority, 56.9%, of young people identified as trans, 29.3% identified as a binary gender (male or female), 11% identified as non-binary and 1.2% as agender. There were no significant differences in self-defined identities based on assigned gender or age. However, once young people were separated into these groups, some of them were very small; thus, a larger sample is required. In terms of aspects of gender expression that were important to the young people, the data formed five themes – name and pronouns, external appearance, the body, intrinsic factors and ‘other’. Strengths and weaknesses of the research are discussed as well as future work that will be conducted.

A Cross-National Comparison of Aggressors, Victims and Defenders in Preschools in England, Spain and Italy

2011 ◽  
Vol 14 (1) ◽  
pp. 133-144 ◽  
Author(s):  
Claire P. Monks ◽  
Annalisa Palermiti ◽  
Rosario Ortega ◽  
Angela Costabile
Keyword(s):  
Sex Differences ◽  
Preschool Children ◽  
European Countries ◽  
Physical Strength ◽  
Victim Status ◽  
Growing Body ◽  
National Comparison ◽  
Peer Victimisation ◽  
Aggressive Behaviours ◽  
Cross National

There is a small, but growing, body of research investigating peer-victimisation between preschoolers, an age which has been identified as being important both theoretically and practically for the development of interventions. This study compares aggressive and defending behaviour and victim status of preschoolers in three European countries; England, Spain and Italy. The results provide further confirmation that some children behave aggressively towards their peers during preschool in each of the countries studied. There are similarities between preschool children involved in peer-victimisation in the three countries in terms of the roles taken, sex differences and the types of aggressive behaviours used and experienced by the children. There were differences in the profiles of children identified as taking the roles by teachers and peers. Overall, it was found that those children identified by peers or teachers as being aggressive were more likely to be male, rated as physically strong and more likely to be rejected by classmates. Also, in general, the targets of peer-victimisation differed depending on the reporter. Peer-nominated victims were not identifiable in terms of gender, popularity or physical strength. Teacher-nominated victims were more likely to be socially rejected and physically weak. There are several subtle differences between the countries which deserve further investigation. The findings are discussed in relation to furthering our understanding of the development of peer-victimisation in preschools and the need for interventions which address this phenomenon.

scholarly journals Fifteen-minute consultation in the normal child: Challenges relating to sexuality and gender identity in children and young people

2017 ◽  
Vol 102 (6) ◽  
pp. 298-303 ◽  
Author(s):  
Thomas O’Neill ◽  
Justin Wakefield
Keyword(s):  
Young People ◽  
Life Experiences ◽  
Real Life ◽  
Childhood And Adolescence ◽  
Daily Lives ◽  
Children And Young People ◽  
Gender Minorities ◽  
Sexuality And Gender ◽  
Bisexual And Transgender ◽  
And Gender

Lesbian, gay, bisexual and transgender (LGBT+) young people face several challenges in their daily lives, including specific healthcare inequalities. Negative societal attitudes towards sexual and gender minorities, and the effects of regular experiences of bullying and homophobia/transphobia exacerbate the normal trials and tribulations of childhood and adolescence. Barriers to accessing healthy activities, such as sport, are created by perceived stigma and real-life experiences. Healthcare environments are by default heteronormative and contribute to the isolation and exclusion of LGBT+ young people. Paediatricians are well placed to act on these healthcare inequalities and to advocate for LGBT+ youth, through simple changes to individual practice as well as system-wide improvements.

scholarly journals Middle school students’ views about physical education: A comparative study between four European countries (Opiniones de los estudiantes de secundaria sobre la educación física: Un estudio comparado entre cuatro países europeos)

Retos ◽  
2020 ◽  
pp. 396-402
Author(s):  
Antonio Perić ◽  
António Rodrigues ◽  
Katarzyna Pankowska-Jurczyk ◽  
Olegas Batutis ◽  
João Costa ◽  
...  
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Cross Sectional Study ◽  
European Countries ◽  
School Students ◽  
Cross Sectional ◽  
Public Secondary School ◽  
And Gender ◽  
Cross National

Abstract. Comparable and cross-national research is needed to examine students’ views on the role of physical education (PE) in promoting active and healthy lifestyles, particularly in non-English speaking contexts. Thus, the present study aims to investigate and compare the views of middle school students from four European countries towards PE, considering cross-national and gender variables. In this cross-sectional study, 1244 middle school students (635 boys, 609 girls; Mean age = 14.3±0.9 years) from a public secondary school in Croatia, Lithuania, Poland and Portugal, answered to a questionnaire about their: (a) PE attitude, (b) PE importance, (c) PE main aim, and (d) perception of competence in PE. ANOVA and Student t-test were used to compare students’ views across countries, and to compare boys’ and girls’ views within each country. Overall, results show that the students’ views towards PE were mainly positive but important differences were found across the students from the four European countries. In all countries, boys have a more positive attitude, gave more importance to PE and perceived themselves as more competent than girls. Regardless of the sociocultural context, this study suggests that there is a cross-national need to further explore the nature of the differences found and increase young girl’s attitudes towards PE. Additionally, more comparative studies are needed with a broad range of sociocultural contexts to assess the extent to which this type of differences is present.  Resumen. Se hace necesaria una investigación de carácter comparada e internacional para contrastar las opiniones de los estudiantes sobre el papel de la Educación Física (EF) en la promoción de estilos de vida activos y saludables, particularmente en contextos no anglófonos. Así, el objetivo del estudio fue examinar las opiniones de los estudiantes de secundaria de cuatro países europeos con respecto a la EF, teniendo en cuenta las variables país y género. En este estudio transversal, 1244 estudiantes de secundaria (635 niños; 14.3±0.9 años) de una escuela secundaria pública en Croacia, Lituania, Polonia y Portugal, respondieron a un cuestionario sobre: (a) la actitud, (b) la importancia (c) objetivo principal, y (d) la percepción de competencia en EF. Se aplicaron las pruebas ANOVA y T-de-Student para comparar las opiniones, entre los países, de los estudiantes, y de los niños y las niñas en cada país. En general, los resultados muestran que las opiniones de los estudiantes hacia la EF fueron principalmente positivas, pero se encontraron diferencias importantes entre los estudiantes de los cuatro países. En todos los países, los niños tienen una actitud más positiva, le dan más importancia a la EF y se perciben a sí mismos como más competentes que las niñas. Independientemente del contexto sociocultural, es necesario explorar más la naturaleza de las diferencias encontradas y mejorar las actitudes de las niñas hacia la EF. Además, se necesitan más estudios comparativos con una amplia gama de contextos socioculturales para evaluar en qué grado este tipo de diferencias está presente.

scholarly journals Measuring Satisfaction and Comfort with Gender Identity and Gender Expression among Transgender Women: Development and Validation of the Psychological Gender Affirmation Scale

2021 ◽  
Vol 18 (6) ◽  
pp. 3298
Author(s):  
Jae M. Sevelius ◽  
Deepalika Chakravarty ◽  
Samantha E. Dilworth ◽  
Greg Rebchook ◽  
Torsten B. Neilands
Keyword(s):  
Factor Analysis ◽  
Gender Identity ◽  
High Reliability ◽  
Well Being ◽  
Transgender Women ◽  
Gender Expression ◽  
Gender Diverse ◽  
Gender Affirmation ◽  
Psychological Gender ◽  
And Gender

Among transgender and gender diverse people, psychological gender affirmation is an internal sense of valuing oneself as a transgender or gender diverse person, being comfortable with one’s gender identity, and feeling satisfied with one’s body and gender expression. Gender affirmation can reduce gender dysphoria and mitigate deleterious health effects of marginalization. We sought to create an instrument to measure psychological gender affirmation among transgender women. Following initial item development using qualitative interviews, we used self-administered survey data from two distinct samples (N1 = 278; N2 = 368) of transgender women living with HIV in the USA. We used data from Study 1 to perform exploratory factor analysis (EFA) and data from Study 2 to perform confirmatory factor analysis (CFA), yielding the five-item single-factor Psychological Gender Affirmation (PGA) scale with high reliability (α = 0.88). This scale is psychometrically sound as demonstrated by its convergent and discriminant validity via correlations with select measures and by its predictive validity through associations in hypothesized directions with measures of mental health and substance use. The PGA scale will aid research on psychological gender affirmation that can in turn inform interventions as well as gender-affirming clinical and social practices to promote the health and well-being of transgender and gender diverse people.

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