A Comparative Analysis of White and Indigenous Girls' Perspectives on Sexual Violence, Toxic Masculinity and Rape Culture

Autor/in	Rajiva, Mythili
Titel	A Comparative Analysis of White and Indigenous Girls' Perspectives on Sexual Violence, Toxic Masculinity and Rape Culture
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 36 (2023) 6, S.1139-1154 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2021.1900621
Schlagwörter	Whites; Indigenous Populations; Sexual Abuse; Violence; Masculinity; Rape; Adolescents; Females; Attitudes; Feminism; Resistance (Psychology); Interpersonal Relationship; Coping; Foreign Countries; Gender Bias; Safety; Canada + Suchen Sie Ihr Suchwort? White; Weißer; Sinti und Roma; Sexueller Missbrauch; Gewalt; Männlichkeit; Sexuelle Gewalt; Vergewaltigung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Weibliches Geschlecht; Attitude; Einstellung; Verhalten; Feminismus; Resistenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bewältigung; Ausland; Geschlechterstereotyp; Sicherheit; Kanada
Abstract	North American feminist scholarship on violence against women (VAW) focuses primarily on gendered-based violence and does not substantively incorporate intersectionality. In this paper, I offer a comparative analysis of Canadian Indigenous and White middle-class adolescent girls' narratives of toxic masculinity, rape culture and sexual violence. I use VAW research, Indigenous feminist theory and girlhood studies to focus on the following: (1) the 'boys will be boys' discourse, (2) the feminist critique of the stranger danger discourse and (3) the surveillance of girls. I analyze focus group data with girls (aged 13-19 years). I am interested in how girls both accept and resist the status quo in their day-to-day negotiations with family, peers, schools and public spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01