Recognizing and addressing how gender shapes young people's experiences of image-based sexual harassment and abuse in educational settings

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Recognizing and addressing how gender shapes young people's experiences of image-based sexual harassment and abuse in educational settings

Ringrose, J; Regehr, K; (2023) Recognizing and addressing how gender shapes young people's experiences of image-based sexual harassment and abuse in educational settings. Journal of Social Issues 10.1111/josi.12575. (In press). Green open access

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Abstract

This paper explores findings from a study with 150 young people (aged 12-21) across England, which employed qualitative focus groups and arts-based methods to investigate young people's experiences of digital image-sharing practices. In this paper, we explore how gendered pressures to send nudes experienced by girls is a form of Image-Based Sexual Harassment (IBSH) and how pressures upon boys to secure nudes and prove they have them by sharing them non-consensually is Image-Based Sexual Abuse (IBSA). In addition, we argue boys’ sending nudes (dick pics) non-consensually is a form of image based sexual harassment, which can be compounded by harassment of girls to send nudes back. We look at the gendered nature of combined practices of Image-Based Sexual Harassment and Abuse (IBSHA) and how sexual double standards create sexual shaming and victim blaming for girls who experience IBSHA. We also explore young people's perspectives on their digital sex and relationship education and their suggestions for improvement. We conclude by arguing that schooling policies and practices would benefit from adopting the conceptual framework of IBSHA. We suggest this would be a good first step in better supporting young people in managing and negotiating digital gendered and sexualized consent, harms, and risks.

Type:	Article
Title:	Recognizing and addressing how gender shapes young people's experiences of image-based sexual harassment and abuse in educational settings
Open access status:	An open access version is available from UCL Discovery
DOI:	10.1111/josi.12575
Publisher version:	https://doi.org/10.1111/josi.12575
Language:	English
Additional information:	© 2023 The Society for the Psychological Study of Social Issues. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
UCL classification:	UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI:	https://discovery.ucl.ac.uk/id/eprint/10165103