Mean girls' go to college: Exploring female-female relational bullying in an undergraduate literacy methods course
Date
2014
Authors
Brock, C.
Oikonomidoy, E.M.
Wulfing, K.
Pennington, J.
Obenchain, K.M.
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Journal article
Citation
Peace & Conflict, 2014; 20(4):516-535
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Abstract
The primary context for this qualitative investigation was an upper elementary literacy methods course in a preservice teacher education program. Sixteen White monolingual women were enrolled in the course. The researchers explored how 6 key informants from the first author’s literacy methods course perceived their social and academic relationships in the course. Results revealed that the informants had different perceptions of their course experiences based on their roles in the course. Six of the students were members of a clique that engaged in relational bullying. Using multimodality and multicultural literature as conceptual lenses, the researchers examine the nature of student interactions in the course and theorize the processes by which the clique’s bullying behaviors might be explained and mitigated
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Copyright 2014 American Psychological Association.