Gendered harassment in secondary schools: understanding teachers’ (non) interventions

By E. Meyer. 2008

273 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/2408d0c176d3bbb88d44cc3c0a8436104ccf98ed

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Maree Bednar
2. Jasmine M. Patraw
3. Mariana Lameiras
4. M. Gettinger
5. Elizabeth Payne
6. R. DePalma
7. M. Smith
8. M. Carrera

In Gender Studies

1. M. Gettinger
2. Elizabeth Payne
3. R. DePalma
4. M. Smith
5. Katie M. Swanson

In Sociology and Political Science

1. Maree Bednar
2. Jasmine M. Patraw
3. M. Gettinger
4. Elizabeth Payne
5. M. Smith
6. Katie M. Swanson
7. Caitlin Ryan

Citations in the corpus

• The Reduction of Stigma in Schools: A New Professional Development Model for Empowering Educators to Support LGBTQ Students (2011, background): “Research suggests that in-service training on LGBTQ issues is associated with increased knowledge, more positive teacher attitudes towards LGBTQ students, and improved school climate (Kose, 2009; Szalacha, 2004) but teachers report few opportunities offered through their schools or districts to gain”
• Toward a More Comprehensive Understanding of Bullying in School Settings (2011, background): “Effective research and prevention approaches require attention to those everyday classroom practices that are normalized and accepted, but which cause harm and distress nonetheless (Bansel et al. 2009; Carrera et al. 2011b; Meyer 2008; Ringrose and Renold 2009).”
• Discussing Princess Boys and Pregnant Men: Teaching About Gender Diversity and Transgender Experiences Within an Elementary School Curriculum (2013, background): “Specifically, they felt gendered harassment was too large and common of a problem in the schools for them to want or be able to address on their own (Meyer, 2008).”
• Teachers' knowledge, attitudes, and supportive behaviors toward LGBT students: Relationship to Gay-Straight Alliances, antibullying policy, and teacher training (2016, background): “This may occur because teachers are not equipped to address LGBT issues (Meyer, 2008; Meyer, Taylor, & Peter, 2014; Schneider & Dimito, 2008), or because their commitment to social justice collides with personal beliefs about sexual orientation and gender expression or with the beliefs of other…”