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Mean girls' go to college: Exploring female-female relational bullying in an undergraduate literacy methods course

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dc.contributor.authorBrock, C.
dc.contributor.authorOikonomidoy, E.M.
dc.contributor.authorWulfing, K.
dc.contributor.authorPennington, J.
dc.contributor.authorObenchain, K.M.
dc.date.issued2014
dc.description.abstractThe 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
dc.identifier.citationPeace & Conflict, 2014; 20(4):516-535
dc.identifier.doi10.1037/pac0000035
dc.identifier.issn1078-1919
dc.identifier.issn1532-7949
dc.identifier.urihttps://hdl.handle.net/11541.2/115291
dc.language.isoen
dc.publisherAmerican Psychological Association
dc.rightsCopyright 2014 American Psychological Association.
dc.source.urihttps://doi.org/10.1037/pac0000035
dc.subjectpre-service teacher education
dc.subjectrelational bullying
dc.titleMean girls' go to college: Exploring female-female relational bullying in an undergraduate literacy methods course
dc.typeJournal article
pubs.publication-statusPublished
ror.mmsid9915929198901831

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