- School Bullying, Bullying, Social Norms, Social Psychology, Gender, Constructivist Grounded Theory, and 24 moreSociology of Education, Sociology, Self and Identity, Violence, School violence, Gender and education, Judith Butler, Gender Studies, Qualitative Research, Qualitative Research (Education), Education, Discourse Analysis, Social Movements, Ethnography, Social Research Methods and Methodology, Poststructuralism, Group Processes & Intergroup Relations, Social Identity, School Bullying and Cyberbullying Among Adolescents, Children and Youth, Education Policy, School Psychology, Peer Relations, and Morality (Social Psychology)edit
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A cross-cultural study on students' reasons for defending or not defending as a bystander to bullying
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While teachers are obliged to report and investigate incidents of bullying, harassment, and degrading treatment in Swedish schools, research suggests that they sometimes struggle to decide which incidents to report. In this study, we... more
While teachers are obliged to report and investigate incidents of bullying, harassment, and degrading treatment in Swedish schools, research suggests that they sometimes struggle to decide which incidents to report. In this study, we investigate Swedish schoolteachers’ reflections on dealing with bullying, harassment, and degrading treatment, and on balancing their pedagogical work with juridical demands to report. The study is based on qualitative interviews conducted with teachers at three comprehensive schools in Sweden, which were analysed in relation to Bronfenbrenner’s social-ecological framework. The findings demonstrate that teachers make judgement calls regarding which incidents to report and that these influence and are influenced by micro-, meso-, exo-, macro- and chronosystem factors. The findings also suggest that increasing demands for professional accountability negatively affect the professional responsibility of teachers and may lead to them making judgement calls that are not always in the best interests of the children for whom they have responsibility.
Research Interests: Education, Judgment and decision making, Educational Research, Workplace Bullying, Bullying, and 13 moreSchool Bullying, Teachers Practices, School, Intervention, Teachers, Harassment, Juridification, Judgement, Teacher Cognition and beliefs, Peer Victimization, Degrading Treatment, Teacher Perceptions, and Teacher Perspectives
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While the efforts of teachers are crucial for preventing and stopping degrading treatment, harassment, and bullying in schools, research has found that teachers’ understandings of such terms may vary significantly. In this qualitative... more
While the efforts of teachers are crucial for preventing and stopping degrading treatment, harassment, and bullying in schools, research has found that teachers’ understandings of such terms may vary significantly. In this qualitative study, we take a social-ecological perspective to investigate Swedish schoolteachers’ understandings of the terms degrading treatment, harassment, and bullying. The study is based on ethnographic research, which included participant observations and interviews conducted at three schools. The findings demonstrate not only the ways in which teachers blurred the conceptual boundaries between degrading treatment, harassment, and bullying, but also how such blurring was influenced by factors within the microsystem, mesosystem, exosystem, macrosystem, and chronosystem, and how the juridification of degrading treatment and harassment encouraged teachers to construct hierarchies of what they perceived to be more or less serious incidents.
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School bullying is a complex social phenomenon in need of further exploration regarding its connections to contextual aspects, group norms, and societal structures. This calls for research approaches that can get closer to participants’... more
School bullying is a complex social phenomenon in need of further exploration regarding its connections to contextual aspects, group norms, and societal structures. This calls for research approaches that can get closer to participants’ experiences and the different social processes involved in school bullying. One such approach is the constructivist grounded theory (CGT) approach, which aims to be attentive to participants’ main concerns and social processes through both analysis and data collection. This approach comes as a theory-method package with its use of a symbolic interactionism perspective. In this paper, I will show how CGT as a theory-method package, as well as symbolic interactionism and sociology of childhood, has been helpful in my research on school bullying (focusing on social structures, norms, and processes). More specifically, I give different examples from the whole research process, e.g., maintaining a focus on participants’ main concerns, the coding process, ...
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Research Interests: Sociology and Psychology
In this chapter, we address the juridification of school violence in the Swedish context by focusing in particular on the issue of school bullying (skolmobbning) and gendered perceptions of differe ...
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Research Interests: Sociology and Psychology
Research Interests: Sociology, Mathematics Education, School violence, Anti Bullying, Bullying, and 15 moreSchool Bullying, School Facilities, Spatiality, School Building Design, Bullying in schools, Emotional Education, Spatial Behavior, School Design, Bullying Prevention, Design of school playgrounds, School Environment, School Supervision, Teacher Perspectives, School Playgrounds, and Local School Spaces
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När elever i fjärde till sjunde klass intervjuas om hur de reagerar som åskådare till mobbning framkommer att sociala processer såsom vad som räknas som mobbning, sociala relationer och skuldbeläggande av den utsatta påverkar om de... more
När elever i fjärde till sjunde klass intervjuas om hur de reagerar som åskådare till mobbning framkommer att sociala processer såsom vad som räknas som mobbning, sociala relationer och skuldbeläggande av den utsatta påverkar om de hjälper till eller inte.
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Research Interests: Psychology, Education, Mathematics Education, Educational Research, Pedagogy, and 15 moreBullying, School Bullying, Grounded Theory, Constructivist Grounded Theory, Peer Relations, Moral distress, Bullying in schools, Bystander, Peer Relationships, Defending, Psykologi, Pedagogik, Moral Disengagement, School Bullying and Cyberbullying Among Adolescents, and Mobbning
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ABSTRACT In this study, we draw on Erving Goffman’s work on the presentation of self to explore responses by 12–15-year-old (i.e. 6th–9th grade) school students to an open-ended survey question about why they think they were bullied. In... more
ABSTRACT In this study, we draw on Erving Goffman’s work on the presentation of self to explore responses by 12–15-year-old (i.e. 6th–9th grade) school students to an open-ended survey question about why they think they were bullied. In doing so, we contribute to a relatively unexplored aspect of school bullying research by focussing on how those students who are subjected to bullying understand their own bullying experiences. We focus in particular on explanations that focus on themselves as individuals. Utilising thematic analysis, we identified six themes: (1) Body, (2) Manner, (3) Social structures, (4) Opinions and interests, (5) Ability, and (6) Relations. Our analysis of the students’ responses suggests that they were bullied because they were perceived as different in some sense, and that such understandings of difference are connected to broader social and societal norms. These findings have important implications for understandings of bullying as aggressive acts and suggest that rather than simply focussing on the negative behaviour of individuals, anti-bullying initiatives also need to focus on the social structures that underpin the understandings of difference that facilitate such behaviour.
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ABSTRACT Background: School climate is crucial: its character can affect pupils’ academic achievement, teachers’ working conditions and the wellbeing of everyone at school. A major concern for teachers is how to prevent and manage... more
ABSTRACT Background: School climate is crucial: its character can affect pupils’ academic achievement, teachers’ working conditions and the wellbeing of everyone at school. A major concern for teachers is how to prevent and manage disruptive behaviours. Against this backdrop, there is a need for thorough investigation of pupils’ perspectives to better understand their perceptions of the climate at their schools and their views about why disruptive behaviours occur. Purpose: In this small-scale, qualitative study, we aimed to contribute to the body of school climate research by exploring pupils’ perspectives on school climate, teachers and relationships at school. Method: We conducted an in-depth qualitative analysis, exploring pupils’ perspectives on these issues through focus group interviews. Eighteen semi-structured interviews were conducted (n = 104) with grade 1–9 (7- to 15-year-old) pupils from a school in Sweden. The interview guide included questions about sense of safety, relationships at school and in classrooms, and pupils’ views of teachers. Constructivist grounded theory was used as the analytical framework. Findings: A recurrent pattern identified in the data was the focus on disruptive behaviours and how these were connected to the pupils’ learning environment, sense of safety and teachers. Three core categories were conceptualised from the pupils’ perspectives: (a) within-pupil explanations, (b) teaching style explanations and (c) peer group process explanations. We adopted a social-ecological approach to conceptualise the complexities and interplay of factors addressed by the pupils in their perspectives on disruptive behaviours. Conclusions: Our findings provide insight into the way that different factors interplay in the emergence of disruptive behaviours in the classroom, nested within both contextual and structural aspects. This analysis of pupil perspectives also points to the importance of a whole-school approach in which teachers establish a warm, responsive and confident teaching style in the classroom and in the playground to influence the social dynamics.
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Abstract The aim of the present study was to focus on how students articulate and discuss what factors influence students’ decisions to defend or not defend victims when witnessing bullying. In this unique qualitative cross-collaborative... more
Abstract The aim of the present study was to focus on how students articulate and discuss what factors influence students’ decisions to defend or not defend victims when witnessing bullying. In this unique qualitative cross-collaborative study, where two research teams collected interviews from two cultural contexts, eighty-nine students with an age-range from 9 to 14 years old participated. Participants included 43 Swedish students and 46 US students (50 girls, 39 boys). The interviews were analysed through a collaborative qualitative analysis aimed at constructing shared concepts of our data as a whole. The results revealed five broad factors among the students when they reasoned about how they act as a bystander in bullying situations: (a) informed awareness, (b) bystander expectations, (c) personal feelings, (d) behavioural seriousness, and (e) sense of responsibility. The results indicated that each of these considerations could make the students more or less likely to defend as well as to defend in a certain way. According to these five broad factors, students seemed to adjust their bystander acts, which suggests that students’ bystander acts vary depending on situational factors that influence bystanders’ interpretations of bullying and decision-making about how to respond to observed bullying.
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Research Interests: Psychology, Education, Mixed Methods, Educational Psychology, Educational Research, and 15 moreLearning and Teaching, Student Motivation And Engagement, Student Engagement, School Psychology, Student Motivation, Classroom Management, Teacher, School Climate, Teacher Student Interpersonal Behaviour, School, Social Psychology of Education, Classroom, Classroom Climate, Good Teacher, and Academic Engagement
Denna uppsats är en kritisk diskursanalytisk studie av hur föräldraskap framställs i artiklar från 2005 års utgivning av föräldramagasinet Vi Föräldrar. Centralt för uppsatsen är hur genus och senmodernitet skapas och ger betydelse i det... more
Denna uppsats är en kritisk diskursanalytisk studie av hur föräldraskap framställs i artiklar från 2005 års utgivning av föräldramagasinet Vi Föräldrar. Centralt för uppsatsen är hur genus och senmodernitet skapas och ger betydelse i det empiriska materialet. Uppsatsen ...
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Bullying remains a problem in schools, affecting the health of many young people. In this study, the focus is on exploring how 11- to 15-year-olds talk about their social worlds and social incidents such as bullying. Through... more
Bullying remains a problem in schools, affecting the health of many young people. In this study, the focus is on exploring how 11- to 15-year-olds talk about their social worlds and social incidents such as bullying. Through semi-structured interviews, analyzed with constructivist grounded theory, the conceptualization of the participants’ perspectives reveals that three types of incidents take place in their social worlds: Diffuse incidents, Quarrel incidents and Bullying. Incidents are framed differently, which reveals how the social context plays an integral part in how different incidents and interactions were defined and considered as harmful bullying or not. Four contextual aspects are taken into consideration: (1) Iteration, (2) Type of target, (3) Social and emotional harm for the target, (4) Social relationship to target. Even if not all type of incidents are framed as harmful bullying, they interact by being grounded in normative identity constructions that use both social categories such as gender and sexuality and locally produced social categories.
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In this qualitative study, we explore teachers’ perspectives on spatiality, school design and school bullying. The study is part of a larger, ongoing ethnographic research project into the relations between school bullying and the... more
In this qualitative study, we explore teachers’ perspectives on spatiality, school design and school bullying. The study is part of a larger, ongoing ethnographic research project into the relations between school bullying and the institutional context of schooling being conducted in schools in Sweden, focusing on the perspectives of teachers and students from pre-school class up to grade eight. The findings from this particular study are based on participant observations and semi-structured interviews with teachers from pre-school class to grade six (i.e. approx. ages 5-13) at three schools in Sweden. The findings demonstrate that environmental, social and structural elements of school spaces affect both social relations between students and teachers’ ability to prevent school bullying. Taken as a whole, the study highlights the importance of looking beyond the issue of supervision in schools and considering in more detail the ways in which spatiality and school design influence school bullying and preventative work in schools.
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In this article we investigate children's perspectives on bullying, by listening to how they themselves discuss and make sense of how and why bullying emerge and how this can be understood from a symbolic interactionist perspective.... more
In this article we investigate children's perspectives on bullying, by listening to how they themselves discuss and make sense of how and why bullying emerge and how this can be understood from a symbolic interactionist perspective. Forty-eight semi-structured interviews were conducted with Swedish schoolchildren from fourth-to seventh grade and analysed with constructivist grounded theory. Our findings suggest that social ordering of belonging appeared to be a core process of children's' narratives of what produces bullying. Social ordering of belonging refers to a process in which children positioned themselves and others in terms of social inclusion/exclusion and social dominance/subordination and addressed three sub categories producing bullying: (a) social hierarchical ordering, (b) peer ordering, and (c) new member ordering.