Informational Warfare

Recent empirical and theoretical work suggests that reputation was an important mediator of access to resources in ancestral human environments. Reputations were built and maintained by the collection, analysis, and dissemination of information about the actions and capabilities of group members-that is, by gossiping. Strategic gossiping would have been an excellent strategy for manipulating reputations and thereby competing effectively for resources and for cooperative relationships with group members who could best provide such resources. Coalitions (cliques) may have increased members' abilities to manipulate reputations by gossiping. Because, over evolutionary time, women may have experienced more within-group competition than men, and because female reputations may have been more vulnerable than male reputations to gossip, gossiping may have been a more important strategy for women than men. Consequently, women may have evolved specializations for gossiping alone and in coalitions. We develop and partially test this theory

Battle of the sexes: An examination of male and female cyberbullying

Cyber bullying is defined as intentional, aggressive behavior toward another person that is performed through electronic means (i.e., computers, cell phones, PDAs) (Hinduja & Patchin 2007, 2008; Reekman & Cannard, 2009). In other words, it is behavior performed on the Internet that is intended to psychologically and emotionally harm someone. The present study will explore the differences in male and female cyber bullying in an undergraduate study, specifically in regard to posting gossip online with the intent to hurt others. The results indicate there are similar predictors of cyber bullying for the sexes, as well as unique predictors for male and female undergraduates

Social Capital and Basic Goods: The Cautionary Tale of Drinking Water in India

India; water

Coping with relational aggression: a qualitative study

This study explored effective techniques girls use in coping with relational aggression victimization. A qualitative approach was used to capture the experience and problem solving process in arriving at solutions. Participants included 7 female students age 12 to 14 who attended a western New York junior high school. A semi-structured interview format was employed. Results indicated that victims of relational aggression were targets of rumors that frequently involved a theme of denigration. Initial reactions to the victimization always included a negative emotional response followed by a behavioral response. Victims engaged in a step-by step problem solving process to arrive at a solution. In most cases, the problem was solved when an adult such as a school counselor or school social worker intervened. These results suggest that the actions of school personnel are integral in helping girls effectively cope with relational aggression

Adolescent Bystander Perceptions of Sexual Violence Scenarios

Sexual violence is an ongoing problem in Canada that affects youth, and has become complicated due to the increased use of social media and the Internet. As a result, new violence prevention programs focus on bystanders’ potential to intervene and has been shown to promote prosocial attitudes toward sexual violence (e.g. Banyard, Moynihan, and Plante, 2007; Katz, Heisterkamp, & Fleming, 2011). The present study examine current attitudes of adolescents in wrongfulness and willingness to intervene in scenarios of sexual violence that occur in either online or offline contexts. The study replicated and modified an existing evidence-supported American questionnaire that uses written bystander scenarios depicting potential sexual violence. Participants were 154 high school students from southwestern Ontario. Significant gender differences, as well as indications for anonymous online victims were found. Implications for future bystander intervention and violence prevention strategies are explored further

HBO Series Girls and Insecure’s Depiction of Race and Gender

In this research study the identification and representation of race and gender were looked at in the primetime HBO television series Insecure and Girls. The characters that were analyzed in two episodes were the young black women of Insecure and in two episodes the young white women in Girls. The method for this study was conducted using content analysis to identify the following variables focusing on identity, racial stereotypes and names used to address one another. Additionally, variables to identify gender included emotional approaches to situations, stereotypes and gender role expectations. The comprehensive findings revealed through similarities and differences of the episodes containing similar plot lines, as well as the overall analysis of each show, gave insight on how race and gender is being presented. Consistently throughout each of the episodes in terms of gender representation, emotional approaches to situations was the variable with a fair amount of content found. Although anticipated prior to conducting research, gender role expectations were shown less often by the women in each series. Race identity was another variable chosen that also resulted as being less frequently identifiable. In terms of race and gender stereotypes that were looked at, gender stereotypes were more prominent within each of the episodes. The variable used to identify race in each episode, names used to address one another, were mentioned more throughout the episodes of Insecure than in Girls

Men\u27s gossip

This paper presents seven conversations of men from a variety of backgrounds, in a variety of environments. I analyze the discussions to determine if they can be characterized as typical gossip, and to compare their interaction styles to the men and women of past studies on gossip

Queen Bees: An Examination of the Mean Girl Phenomenon

As highlighted in the media, it is clear that the mean girl phenomenon is becoming a dangerous and growing trend in schools around the country. While girls are less likely than boys to engage in physical fights, they fight within friendship networks to damage relationships and reputations. Within these friendships, the “queen bee” is the girl holding supreme power and influence over the rest, using a combination of charisma and manipulation to keep absolute control. This study examined who these queen bees are and why they negatively dominate schools by asking females in grades six through college senior to discuss hypothetical vignettes involving queen bees and their victims. Participants also completed measures of their observations and own experiences of relational aggression. I hypothesized that girls would choose to trade places with the most popular girl if given the chance, and that girls would rather identify as the queen bee than the victim. In addition, I hypothesized this mean girl phenomenon would be reported as a relevant and problematic trend at all ages. Findings show that girls would rather identify as the victim than the queen bee, as the queen bee is consistently negatively characterized, and that relational aggression is a significant issue across all ages. Our results further the understanding of this phenomenon and help us create solutions for ending relational aggression among girls in schools for the future

Discussing violence: let's hear it from the girls

This article presents some key findings from an exploratory study of teenage girls' views and experiences of violence, carried out in Scotland. Using data gathered from self-report questionnaires, focus group discussions and in-depth interviews, it conveys girls' perceptions of violence and discusses the nature and extent of the many forms of violence in girls' lives. In particular, the article flags up the pervasiveness of verbal conflicts within girls' lives and outlines the characteristics of those girls who describe themselves as violent. It concludes with a brief discussion of practice and policy implications