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Gender and Education Volume 30, 2018 - Issue 3
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Articles

Relational aggression among boys: blind spots and hidden dramas

Ingunn Marie EriksenNorwegian Social Research, Oslo and Akershus University College of Applied Sciences, Oslo, NorwayCorrespondence[email protected]
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Selma Therese LyngWork Research Institute, Oslo and Akershus University College of Applied Sciences, Oslo, NorwayView further author information
Pages 396-409 | Received 28 Jan 2016, Accepted 29 Jun 2016, Published online: 03 Aug 2016

Citations (17)

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Read on this site (3)

Ylva Odenbring. (2022) Standing alone: sexual minority status and victimisation in a rural lower secondary school. International Journal of Inclusive Education 26:5, pages 480-494.
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Ingunn Marie Eriksen. (2019) Tough femininities: ethnic minority girls’ aggressive school opposition. British Journal of Sociology of Education 40:8, pages 1090-1104.
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Ingunn Marie Eriksen. (2018) The power of the word: students’ and school staff’s use of the established bullying definition. Educational Research 60:2, pages 157-170.
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Articles from other publishers (14)

Joakim Strindberg. (2022) “I’m Often Alone”: An Ethnographic Study of School Loneliness and Bullying in a Swedish Elementary School. Child & Youth Care Forum 52:4, pages 875-892.
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Camilla Forsberg. (2023) The need to belong: Girls' trajectory perspectives on friendship forming in the school setting. Children & Society 37:4, pages 1218-1232.
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Paul Horton & Selma Therese Lyng. (2022) Qualitative Methods in School Bullying and Cyberbullying Research: An Introduction to the Special Issue. International Journal of Bullying Prevention 4:3, pages 175-179.
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Camilla Forsberg. (2022) The Importance of Being Attentive to Social Processes in School Bullying Research: Adopting a Constructivist Grounded Theory Approach. International Journal of Bullying Prevention 4:3, pages 180-189.
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Adrian Lundberg & Lisa Hellström. (2022) Q Methodology as an Innovative Addition to Bullying Researchers’ Methodological Repertoire. International Journal of Bullying Prevention 4:3, pages 209-219.
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Faye Mishna, Arija Birze & Andrea Greenblatt. (2022) Understanding Bullying and Cyberbullying Through an Ecological Systems Framework: the Value of Qualitative Interviewing in a Mixed Methods Approach. International Journal of Bullying Prevention 4:3, pages 220-229.
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Kristina Hunehäll Berndtsson. (2021) “Something You Just Don’t Talk About”: An Analysis of Teenage Boys’ Experiences of Non-Consensual Sexting in Lower Secondary School. The Journal of Men’s Studies 30:2, pages 155-173.
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Bergljót Thrastardóttir, Steinunn Helga Lárusdóttir & Ingólfur Ásgeir Jóhannesson. (2021) The Discourse of Drama. Girlhood Studies 14:3, pages 90-106.
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Frode Restad. (2021) Exploring the problems and potential of curriculum‐making for social learning: Implications for policy and practice. The Curriculum Journal 32:4, pages 688-703.
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Faye Mishna, Arija Birze, Andrea Greenblatt & Debra Pepler. (2021) Looking Beyond Assumptions to Understand Relationship Dynamics in Bullying. Frontiers in Psychology 12.
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Bengt Andersen. (2019) Marginality and banality in the segregated city: Reflections on the ‘riots’ in Oslo. Ethnicities 19:6, pages 1121-1137.
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Harriet Bjerrum Nielsen & Kirsti Malterud. (2019) Kunnskap for politikk og praksis? En analyseav Stoltenbergutvalgets kunnskapssyn. Tidsskrift for samfunnsforskning 60:3, pages 274-284.
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Paul Horton & Camilla Forsberg. 2019. Policing Schools: School Violence and the Juridification of Youth. Policing Schools: School Violence and the Juridification of Youth 127 139 .
Harriet Bjerrum Nielsen & Inge Henningsen. (2018) Guttepanikk og jentepress – paradokser og kunnskapskrise. Tidsskrift for kjønnsforskning 42:1-2, pages 6-28.
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