Producing contradictory masculine subject positions: Narratives of threat, homophobia and bullying in 11-14 year old boys

By A. Phoenix, S. Frosh, R. Pattman. 2003

246 citations recorded by the source corpus.

Subfields: Gender Studies, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ef07af98ce84a970b991415861fe0fbba94de285

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Citations in the corpus

‘We didn't cover that at school’: education against pleasure or education for pleasure? (2005, background): “Recent work has illustrated how some young men wish to have (hetero)sex early in order to prove to their friends that they are not gay (Frosh et al., 2002; Phoenix et al., 2003), and yet such a response option is not included in any evaluation study of the impact of an SRE programme.”
Contextual and Moderating Effects of the Peer Group Climate on Use of Homophobic Epithets (2008, background): “Similarity among peers regarding use of homophobic epithets has been suggested in previous studies ( Phoenix et al., 2003; Plummer, 2001), and findings from this investigation add support to this assertion.”
The use of homophobic language across bullying roles during adolescence (2010, background): “Although we acknowledge that some students may minimize the use of homophobic epithets as harmless banter (Phoenix et al., 2003), significant associations between the use of homophobic epithets and participation in bullying, whether in primary or supportive roles, would suggest that the intent behin”
“I'm Not Going to Be a Girl” (2009, background): “…and the United Kingdom, which have found that boys’ efforts to establish their masculinity include assuming a stoic front (Chu, 2005; Martino, 1999) and avoiding actions that their peers associate with either femininity or homosexuality (Kimmel, 1994; Nayak & Kehily, 1996; Phoenix et al., 2003).”
Addressing Research Gaps in the Intersection Between Homophobia and Bullying (2008, background): “Homophobic attitudes and behaviors appear to be interrelated with other forms of verbal and physical forms of peer victimization. Swearer et al. (2008) demonstrated that 26% of boys (ninth through eleventh grades) who were bullied indicated that they were bullied by being called gay. This subsample ”
Teenagers’ Explanations of Bullying (2011, background): “2003; Stoudt 2006), heterosexual hegemony (Phoenix et al. 2003; Ringrose 2008), and intolerance of diversity (MacDonald and Swart 2004; Merton 1994; Thornberg in press) in peer culture.”
Exploring the Relation Between Bullying and Homophobic Verbal Content: The Homophobic Content Agent Target (HCAT) Scale (2005, background): “We base this hypothesis on literature discussing the use of homophobia to police masculine and feminine behavior among male and female peers (Eder et al., 1995; Epstein, 2001) and on recent qualitative research (Kimmel & Mahler, 2003; Phoenix et al., 2003; Plummer, 2001).”
Predicting Psychosocial Consequences of Homophobic Victimization in Middle School Students (2007, background): “Heterosexual male participants in qualitative studies have sometimes minimized the effects of using and being called these particular words (Phoenix et al., 2003).”
“You're So Gay!”: Do Different Forms of Bullying Matter for Adolescent Males? (2008, background): “Phoenix, Frosh, and Pattman (2003) interviewed 78 boys ages 11–14 from 12 different London schools.”
Homophobic Teasing, Psychological Outcomes, and Sexual Orientation Among High School Students: What Influence Do Parents and Schools Have? (2008, background): “Although several qualitative studies have been conducted examining the role of homophobia in aggressive behavior (Kimmel & Mahler, 2003; Phoenix, Frosh, & Pattman, 2003; Plummer, 2001; Rivers, 2001), there are few quantitative studies that have examined the relation between homophobic verbal conte”
Bullying Among the Gifted: The Subjective Experience (2006, background): “…explored the experience of bullying qualitatively: Torrance (2000) found a surprising prevalence of bullying of students in special education, and Phoenix et al. (2003) found that 11- to 14-year-old boys were concerned about masculine self-presentation in order to avoid teasing about being gay.”
Limitations of focussing on homophobic, biphobic and transphobic ‘bullying’ to understand and address LGBT young people's experiences within and beyond school (2015, unknown): “By contrast, schooling is often characterised by ‘right’ and ‘wrong’, with teachers as authority figures (Formby, 2013; Phoenix et al, 2003), meaning that discussions about homophobia can be closed down under a ‘zero tolerance’ approach, rather than openly aired, and subsequently challenged…”