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Bullying, 'Cussing' and 'Mucking About': Complexities in Tackling Homophobia in Three Secondary Schools in South London, UK

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Title: Bullying, 'Cussing' and 'Mucking About': Complexities in Tackling Homophobia in Three Secondary Schools in South London, UK
Language: English
Authors: Warwick, Ian, Aggleton, Peter
Source: Sex Education: Sexuality, Society and Learning. 2014 14(2):159-173.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Bullying, Secondary School Students, Educational Environment, Homosexuality, Social Bias, Student Attitudes, Single Sex Schools, Coeducation, Intervention, Consciousness Raising, Attitude Change, Case Studies, Semi Structured Interviews, Teacher Attitudes, Gender Differences, School Culture, Language Usage, Familiarity
Geographic Terms: United Kingdom (London)
DOI: 10.1080/14681811.2013.854204
ISSN: 1468-1811
Abstract: In countries such as the UK, schools have a responsibility to prevent all forms of bullying, including those related to sexual orientation. However, relatively little is known about how schools go about this work successfully. This study aimed to identify how three secondary schools in south London, England, were addressing homophobia. Three different kinds of schools--a co-educational, boys' and girls' school--were selected, each known to have conducted work to counter homophobic bullying. In each school, interviews were conducted with staff and pupils. Work on homophobia and homophobic bullying was said by most staff respondents to be part of a general commitment to countering bullying. Pupils stated that they were keen that homophobic bullying should be tackled -- and distinguished bullying from "cussing", "taking the mick" and "mucking about". Work carried out in schools had influenced pupils to consider homophobia and its effects -- although the media as well as personal and family relationships were also important in this respect. Findings are discussed with regard to ways in which schools might better align what they do with regard to pupils' own values and understandings about how best to address homophobia and bullying.
Abstractor: As Provided
Number of References: 54
Entry Date: 2014
Accession Number: EJ1028198
Database: ERIC
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  Value: <anid>AN0094420012;bf401mar.14;2019Mar28.12:58;v2.2.500</anid> <title id="AN0094420012-1">Bullying, ‘cussing’ and ‘mucking about’: complexities in tackling homophobia in three secondary schools in south London, UK. </title> <p>In countries such as the UK, schools have a responsibility to prevent all forms of bullying, including those related to sexual orientation. However, relatively little is known about how schools go about this work successfully. This study aimed to identify how three secondary schools in south London, England, were addressing homophobia. Three different kinds of schools – a co-educational, boys' and girls' school – were selected, each known to have conducted work to counter homophobic bullying. In each school, interviews were conducted with staff and pupils. Work on homophobia and homophobic bullying was said by most staff respondents to be part of a general commitment to countering bullying. Pupils stated that they were keen that homophobic bullying should be tackled – and distinguished bullying from 'cussing', 'taking the mick' and 'mucking about'. Work carried out in schools had influenced pupils to consider homophobia and its effects – although the media as well as personal and family relationships were also important in this respect. Findings are discussed with regard to ways in which schools might better align what they do with regard to pupils' own values and understandings about how best to address homophobia and bullying.</p> <p>Keywords: homophobic bullying; schools; London; successful approaches; homophobia</p> <hd id="AN0094420012-2">Introduction</hd> <p>In countries across the world, being bullied or bullying others is an all too real problem (Craig et al. [<reflink idref="bib10" id="ref1">10</reflink>]; Currie et al. [<reflink idref="bib11" id="ref2">11</reflink>]). Although definitions vary as to what constitutes bullying (Smith [<reflink idref="bib44" id="ref3">44</reflink>]), findings from the Health Behaviour of School Aged Children survey conducted in 40 countries suggest that exposure to bullying can range from around 5% to 36% among girls and 4% to 45% among boys aged 11–15 years (Craig et al. [<reflink idref="bib10" id="ref4">10</reflink>]). As Currie et al. ([<reflink idref="bib11" id="ref5">11</reflink>], 200) note, this highlights a '...continuing need for prevention and intervention programmes' – especially in settings where the prevalence of bullying remains high.</p> <p>Bullying can take place for many reasons, not least because of differences in status, income, ethnicity and faith, and it can take a number of forms such as physical, verbal and cyber bullying (Smith [<reflink idref="bib44" id="ref6">44</reflink>]). Bias-, prejudiced- or identity-based bullying includes actions related to gender and sexuality and, more particularly, same-sex sexuality (Smith [<reflink idref="bib44" id="ref7">44</reflink>]; Rivers and Duncan [<reflink idref="bib42" id="ref8">42</reflink>]). While early concern for prejudice-driven bullying focused on its gender and/or ethnic dimensions, being bullied on the grounds of sexuality gained prominence during the late 1990s (see Douglas et al. [<reflink idref="bib14" id="ref9">14</reflink>]).</p> <p>One consequence of this and other research, alongside persistent lobbying by organisations such as Stonewall,[<reflink idref="bib1" id="ref10">1</reflink>] is that in England, schools now have a statutory obligation to tackle bullying, including that related to sexual orientation (DfE [<reflink idref="bib13" id="ref11">13</reflink>]).[<reflink idref="bib2" id="ref12">2</reflink>]</p> <p>However, as with other forms of bullying, the extent of bullying associated with homophobia is hard to judge – not least due to challenges in defining what constitutes bullying in general and homophobia-related bullying in particular. That said, a series of studies conducted in the UK and the USA suggest that bullying related to homophobia continues to affect young lesbian, gay and bisexual pupils (Toomey and Russell [<reflink idref="bib47" id="ref13">47</reflink>]; Kosciw et al. [<reflink idref="bib26" id="ref14">26</reflink>]).</p> <p>Bullying in schools, including homophobic bullying, can have a major impact on young people – not only those who are bullied, but also those who bully or witness bullying (Cowie [<reflink idref="bib9" id="ref15">9</reflink>]). There may be enhanced risks for those young people who are in one way or another already vulnerable before they are bullied (Cowie [<reflink idref="bib9" id="ref16">9</reflink>]). Outcomes of being bullied vary, but in the worst case can include severe mental health problems such as chronic depression and suicidality. Less severe effects may disrupt young people's education, having an impact on attainment and achievement (Cowie [<reflink idref="bib9" id="ref17">9</reflink>]; Collier et al. [<reflink idref="bib8" id="ref18">8</reflink>]).</p> <p>It would be a mistake, however, to view schools and young people as routinely homophobic, or to construct young lesbians and young gay men <emph>en masse</emph> as a group with special needs, as victims of abuse or as in some way 'tragic' (Monk [<reflink idref="bib30" id="ref19">30</reflink>]; Jones [<reflink idref="bib24" id="ref20">24</reflink>]). Some schools, particularly in the USA, have established Gay-Straight Alliances (GSA) (Pascoe [<reflink idref="bib38" id="ref21">38</reflink>]). In others, such as in the UK, LGBT History Month provides a focus for schools to raise awareness of, and combat prejudice against, lesbian, gay, bisexual and trans people.[<reflink idref="bib3" id="ref22">3</reflink>]</p> <p>It is increasingly recognised that there are many ways of being a girl (or a boy) at school (Nayak and Kehily [<reflink idref="bib31" id="ref23">31</reflink>]). Young women have been documented as engaging with and performing a range of practices and identities (not necessarily heterosexual) made possible both by their material position, and by new and older forms and understandings of hetero-femininity (Youdell [<reflink idref="bib53" id="ref24">53</reflink>]). Anderson ([<reflink idref="bib3" id="ref25">3</reflink>]) has pointed to newly emerging forms of 'inclusive masculinity' which help make sense of a greater comfort about same-sex sexuality among young men engaged in sports in the UK and the USA.</p> <p>While Duncan and Rivers ([<reflink idref="bib15" id="ref26">15</reflink>]) note that two contrasting models have informed much research into bullying – the individual and the collective – it appears that multiple factors acting in combination not only influence homophobia and bullying, but also contribute to the success of anti-bullying strategies in schools (Smith, Peplar, and Rigby [<reflink idref="bib45" id="ref27">45</reflink>]). Effective approaches address the organisational and institutional factors that impact the development of bullying and anti-social behaviour in schools – while also recognising the important role of particular individuals, be they pupils, teachers or members of a school leadership team (Oliver and Candappa [<reflink idref="bib36" id="ref28">36</reflink>]; Warwick and Douglas [<reflink idref="bib49" id="ref29">49</reflink>]; Jennett [<reflink idref="bib23" id="ref30">23</reflink>]; Ofsted [<reflink idref="bib34" id="ref31">34</reflink>]; Jones and Hillier [<reflink idref="bib25" id="ref32">25</reflink>]).</p> <p>With these concerns in mind, the present study sought to identify the textured or interwoven nature of factors contributing to the ways in which three schools were said to 'successfully' tackle homophobia and bullying. The intention was not to quantify levels of homophobia and related bullying with regard to predetermined categories or definitions, but to identify respondents' perceptions about homophobia and bullying so as to highlight some of the complexities about the ways that homophobia 'plays out' in certain school settings. Specifically, the study was guided by a focus on three main areas: respondents' views about homophobia and bullying; the issues, problems and incidents which led to homophobia being addressed in school; and the ways in which schools were reported to prevent and tackle homophobia and bullying.</p> <hd id="AN0094420012-3">Methodology</hd> <p>An exploratory and flexible case-study-based design guided data collection (Cohen, Manion, and Morrison [<reflink idref="bib7" id="ref33">7</reflink>]; Robson [<reflink idref="bib43" id="ref34">43</reflink>]; Yin [<reflink idref="bib52" id="ref35">52</reflink>]), with each case study focusing on a description and analysis of the overall school context, the activities that took place to address homophobia and bullying, and whether and in what ways the activities were perceived as leading to change.</p> <hd id="AN0094420012-4">Sampling</hd> <p>Three secular state schools in south London participated in the study: an all-girls school, an all-boys school and a co-educational school. Each school was purposively selected having been engaged in work with a local LGB Community and Support Centre, and having put in place a number of activities specifically to address homophobia and bullying. Activities included staff training as well as raising pupil awareness through Theatre-in-Education activities and facilitated workshops.</p> <p>Contextual and background information about each school was obtained from each school's prospectus, and policy documents (where available) provided details of a school's general characteristics and particular specialist areas. In addition, the latest Ofsted inspection report for each school identified strengths and areas for development as judged through the school inspection process.</p> <p>Within each school, the following groups of respondents took part in the study (see Table 1).</p> <p>Table 1 Interviews with staff and pupils.</p> <p> <ephtml> <table><thead><tr><td /><td>Staff and pupils interviewed</td></tr></thead><tbody><tr><td>Girls' school</td><td>Deputy head</td></tr><tr><td /><td>PSHCE coordinator<xref ref-type="fn" rid="fn4" /></td></tr><tr><td /><td>Student integration officer</td></tr><tr><td /><td>Pupils</td></tr><tr><td /><td>Yr10 (<italic>N</italic> = 6)</td></tr><tr><td /><td>Yr11 (<italic>N</italic> = 9)</td></tr><tr><td /><td>Total pupils = 15</td></tr><tr><td>Boys' school</td><td>Deputy head</td></tr><tr><td /><td>PSHE<xref ref-type="fn" rid="fn5" /> coordinator</td></tr><tr><td /><td>PSHE teacher</td></tr><tr><td /><td>Pupils</td></tr><tr><td /><td>Yr9 (<italic>N</italic> = 10)</td></tr><tr><td /><td>Yr10 (<italic>N</italic> = 12)</td></tr><tr><td /><td>Total pupils = 22</td></tr><tr><td>Co-educational</td><td>Senior management team</td></tr><tr><td /><td>Support teacher</td></tr><tr><td /><td>Support teacher</td></tr><tr><td /><td>Pupils</td></tr><tr><td /><td>Boys, Yr9 (<italic>N</italic> = 5)</td></tr><tr><td /><td>Boys, Yr10 (<italic>N</italic> = 5)</td></tr><tr><td /><td>Girls, Yr9 (<italic>N</italic> = 5)</td></tr><tr><td /><td>Girls, Yr10 (<italic>N</italic> = 6)</td></tr><tr><td /><td>Total pupils = 21</td></tr><tr><td>Total staff</td><td>9</td></tr><tr><td>Total pupils</td><td>58</td></tr></tbody></table> </ephtml> </p> <p>In each school, one of the above teachers was asked to identify pupils willing to talk about homophobia and homophobic bullying, whether broadly in favour of the school addressing same-sex sexuality issues and homophobia or who had challenged these issues being addressed by the school (such as by using homophobic language or expressing negative views about same-sex sexuality during a lesson).</p> <p>Groups of pupils ranged in size from 5 to 11. Pupils at the boys' school were particularly keen to take part in the study and each had gained permission from their parents to do so. The ethnic background of pupils interviewed generally reflected the composition of the school in terms of the balance between White UK, Black African, Black Caribbean and Asian students.</p> <hd id="AN0094420012-5">Data collection</hd> <p>Data were collected during 2007 by the first author of this paper. At the start of each semi-structured group interview, the background and purpose of the study were outlined. Respondents were informed that they did not have to answer any questions and their oral consent to audio-recording the interview was obtained. It was explained that, when reporting, data would be anonymised and individuals' names, or the name of the school, would not be mentioned.</p> <p>Staff were interviewed individually or in pairs, with interviews lasting from 25 to 60 minutes. Pupils were told that the interview was not a test or quiz, but aimed to ascertain their views, opinions and understandings about bullying in general and homophobia and homophobic bullying in particular. Interviews with pupils lasted from 25 to 50 minutes.</p> <hd id="AN0094420012-6">Analysis</hd> <p>A 'naturalised' transcription of all interviews was prepared by the interviewer (with audio-recordings being used during analysis to supplement transcripts; Davidson [<reflink idref="bib12" id="ref36">12</reflink>]). Data were analysed by successive approximation (Neuman [<reflink idref="bib32" id="ref37">32</reflink>]). This technique involved repeated readings of the transcripts to identify key themes relating to the focus of the research and in order to identify unanticipated themes, issues and gaps. The purpose of the analysis was to identify the main features of respondents' accounts within and across the settings – including those related to the multilayered approach to tackling homophobia and related bullying (namely, an exploration of individual, interpersonal, organisational and structural issues).</p> <p>Transcripts were read and re-read to identify, first, whether themes still appeared grounded in respondents' accounts; second, whether there were issues and topics that initial themes did not address; and third, what new themes were needed. A final set of themes was identified which included the priority given by teachers to promoting discussion and debate among pupils, the range of activities carried out by teachers to counter homophobia, the sense among pupils about the need to promote fairness and tolerance, and the links made by staff and pupils between countering homophobia and other forms of prejudice (such as those associated with ethnicity, gender and disability).</p> <hd id="AN0094420012-7">Ethical issues</hd> <p>The study was conducted in accordance with the British Educational Research Association's Revised Ethical Guidelines for Education Research. These stress an ethic of respect for the views of participants, ensuring voluntary informed consent, informing respondents of their right to withdraw from the study at any time without explanation, and ensuring privacy through secure storage of data and anonymous reporting of findings. In accordance with the requirements of the Data Protection Act 1988,[<reflink idref="bib6" id="ref38">6</reflink>] all personal data were kept securely and anonymised to ensure that interview transcript headings and the names of files or the presentation of findings did not contain the names of schools or individuals.</p> <hd id="AN0094420012-8">Findings</hd> <p>The three study schools were located in south London. The latest school inspection reports noted a number of positive features about each school. They were, for example, regarded as good or excellent with regard to creating a safe and secure ethos and environment for learning. Schools overall were praised for the work that staff had undertaken to promote inclusion and equal opportunities as well as the encouragement given to pupils in their cultural, social and moral development.</p> <p>At the girls' school, 'very good opportunities' were said to be provided through the curriculum areas of PSHE, Citizenship and Sociology to address a range of moral and social issues. At the co-educational school (and despite the poor-quality physical environment), pupils were provided with 'many opportunities' to explore values and belief systems. Bullying was reported not to be an issue at this school. The boys' school was considered to have a very caring and supportive ethos with a noticeable lack of 'laddish' and 'macho' behaviour.</p> <hd id="AN0094420012-9">Inclusivity and equal opportunities</hd> <p>When describing the work undertaken to address homophobia, staff in each of the case-study schools mentioned the broader context within which such work took place. A few respondents, for example, described that the changing legislative context in the UK (such as the equalisation of the age of consent and policy priorities to improve outcomes related to health, well-being and achievement) had made addressing homophobia more acceptable.</p> <p>More often, however, staff reported that their schools' equal opportunities and anti-bullying policies had provided a framework through which homophobia might be countered. Nonetheless, homophobia had to be identified by staff as an issue to address, rather than remaining invisible or left out of school policies and practices. In the girls' and boys' schools in particular, senior staff reported that they were adamant in their commitment to equal opportunities for all. However, building an ethos supportive of all forms of equal opportunity was seen as requiring vision and commitment:</p> <p>Equal opportunities should be addressed in schools and I think that homophobia is one that is often left out. Because people are frightened of tackling it and don't know how to tackle it [...] [Name of borough] has a very strict route, monitoring of racism, as far as I know they don't monitor any other equal opps in the same way, so I do my own monitoring [...] I think for the balance you need to strike is to give it the same kind of level of support and value as you would for racism or sexism. (Girls' school, member of senior management team)</p> <p>For many pupils, an inclusive culture helped them to feel that the school was a safe and enjoyable place. One group of girls noted that the variety of people in the school – for example, the inclusion of disabled pupils – along with the provision of support services, helped pupils 'stick up for each other':</p> <p></p> <ulist> <item> Sarah: [...] It's not like other schools, everyone tends to stick up for each other here [...]</item> <p></p> <item> Stef: I think this school has got more mature, this school has got a different variety of people with different disabilities and that</item> <p></p> <item> All:  < other girls saying 'Yes'></item> <p></p> <item> Sam: And they don't get bullied 'cos they're different from other people and you've got facilities like special needs downstairs and the school's good like that.</item> </ulist> <p>(CoEd school, Yr10, girls, aged 14/15)[<reflink idref="bib7" id="ref39">7</reflink>]</p> <p>A clear commitment to equal opportunities and inclusion informed activities to tackle homophobia in each of the schools – such as raising issues in a school assembly, bringing in external agencies to facilitate sessions with staff or pupils, enabling teachers to develop expertise in addressing homophobia, and enabling pupils to address homophobia through citizenship and personal, social and health education.</p> <hd id="AN0094420012-10">Understandings of homophobia</hd> <p>Pupils were invited to talk about homophobia – what they understood it to be, what led to it and what impact it had. Among one group of boys at the co-educational school, homophobia meant a 'hatred of homosexuals' as well as 'cussing someone 'cos they are gay', often because gays 'are different to you'. Among a group of girls at the same school, homophobia was about 'picking on someone' for what they were, or 'lying about them and saying they are lesbian when they're not'.</p> <p>Most understood homophobia to be related to some sort of prejudice, and among a group of Year 10 pupils at the boys' school, the insulting nature of homophobia was emphasised:</p> <p></p> <ulist> <item> I: 6 I'd like to move onto homophobia – what do you think it means?</item> <p></p> <item> Winston: It means, like, people have prejudices against people who are homosexual or lesbian simply for the fact that they don't think it's right. It's using their views to try and make someone feel bad basically</item> <p></p> <item> Adam: Basically, like a way to cuss them, 'cos they might be gay or lesbian or whatever, it's like, it's hard to explain in words but I know what I mean</item> <p></p> <item> Kyle: I think it's like one of the worst possible ways to insult someone about their sexuality and like, if someone has like the tiniest hint of being gay or says something that might be considered as gay then immediately that person has something hanging over them about what they believe in. And homophobia is like a big insult towards if you like the same sex or whatever.</item> </ulist> <p>(Boys' school, Yr10, aged 14/15)</p> <p>Although, on the whole, pupils in each of the three schools felt that homophobia and related bullying was wrong, their initially positive comments about being gay or lesbian were mediated by more specific concerns. For example, after first appearing to be positive about 'gay people', respondents at the all-girls school distinguished between what they felt about gay men and about lesbians. For these respondents, lesbians were not as liked as gay men due to the belief that a lesbian pupil might, for example, try to become sexual with another pupil. While one pupil challenged this view, there was a degree of uncertainty – expressed through humour – about the nature of their own sexual desires:</p> <p></p> <ulist> <item> Amanda: I like gay people, but I just don't like lesbians</item> <p></p> <item> I: Could you say a bit more about that?</item> <p></p> <item> Amanda: Cos if you're a girl and you're friends with a lesbian and say, but you don't know she's a lesbian [...]</item> <p></p> <item> Jessica: Say, she's your friend and she turns into a lesbian [...]</item> <p></p> <item> Ashley: She might come on to you ....</item> <p></p> <item> Amanda: But if you're friends with a gay person, they're not gonna try and come on to you [...]</item> <p></p> <item> Ashley: But if you think about it, with a gay person they're not going to start touching you, as they fancy men</item> <p></p> <item> Jessica: Gay men, they're lovely</item> <p></p> <item> Megan: But you can't expect every gay or lesbian to fancy every person of the same sex, 'cos we don't fancy every single boy we meet</item> <p></p> <item> Amanda: (Said in a long drawn-out way) Weeeellll....</item> <p></p> <item> All: (Laughter).</item> </ulist> <p>(Girls' school, Yr10, aged 14/15)</p> <hd id="AN0094420012-11">Bullying, teasing and cussing</hd> <p>Although no pupils stated that they agreed with homophobia, a number of them drew a distinction between things being said hurtfully and things said in a friendlier way – distinguishing between bullying and mucking about:</p> <p></p> <ulist> <item> Davinder: 'You're gay', that's what people normally say</item> <p></p> <item> Kelsey: That's if you're a bit odd if you walk a bit different</item> <p></p> <item> Stef: I think people say that but they don't take it offensively they just say 'Oh shut up' and it's about mucking about</item> <p></p> <item> I: You'd use that among friends?</item> <p></p> <item> Stef: I use it when I'm mucking about with someone</item> </ulist> <p>(CoEd school, Yr9, girls, aged 13/14)</p> <p>One group of Year 9 boys also drew a distinction between bullying and using words related to being lesbian or gay in a friendlier way, albeit still connoting something negative:</p> <p></p> <ulist> <item> Nick: Yeah. They go, 'Oh do you want to come here after school' and you go 'No' then they say, 'You gay'</item> <p></p> <item> Will: It's turned into like an insult</item> <p></p> <item> Nick: Yeah, if you're annoying</item> <p></p> <item> Eric: 'Cos I'm an idiot then you call me 'gay' or something like that</item> <p></p> <item> Joe: If it takes too long to get somewhere, then that's gay</item> </ulist> <p>(CoEd school, Yr9, boys, aged 13/14)</p> <p>Although most pupils at the co-educational school had not observed bullying in their school, whether of a general nature or associated with racism or homophobia, some stated that teasing about being a lesbian did take place (even though respondents themselves stated that they did not take part in this). The reason given for teasing, rather than directly being related to homophobia, was thought to be more due to the entertainment value, or the status attached to making another student cry. However, respondents also thought that one of the best ways to address this was for those being teased to show that they were not bothered by homophobic insults:</p> <p></p> <ulist> <item> I: So if a girl is called a lesbian and she says 'So what'?</item> <p></p> <item> Emily: Then they're not going to get a reaction, so what's the point in doing it?</item> <p></p> <item> Sarah: If a girl starts crying and all that and they can see that then they've hit her emotionally then they will carry on doing it.</item> <p></p> <item> I: Why should people do that?</item> <p></p> <item> Stef: It's just the way it is</item> <p></p> <item> Emily: It's entertainment. It's something to be proud of and all if you go home and say to your mates 'Oh I've made a girl cry at school today' it may make you look more harder and popular. Among your peers.</item> <p></p> <item> I: Is that something any of you would do?</item> <p></p> <item> All: No. No.</item> </ulist> <p>(CoEd school, Yr10, girls, aged 14/15)</p> <p>At the all-boys school, respondents noted that the use of the term 'gay' was prevalent, being used on many occasions negatively. However, as with respondents at the co-educational and girls' schools, pupils at the boys' school often drew a distinction between bullying and 'cussing'. The latter was seen to be less serious than the former, although there was a suggestion that the distinction between the two depended, in part, on how a student responded to negative comments:</p> <p></p> <ulist> <item> Chen: It happens 'cos of the clothes they wear and stuff [...]</item> <p></p> <item> Jacob: [...] the trousers have to be the right length, or you get cussed or bullied</item> <p></p> <item> I: Ah, cussed or bullied, are they different?</item> <p></p> <item> All: < chorus> Yeah, there's taking the mick out of someone and then being bullied</item> <p></p> <item> Zak: Some people, it depends how they take it, as some people can just shrug it off</item> </ulist> <p>(Boys' school, Yr9, aged 13/14)</p> <p>All respondents agreed that homophobic bullying and cussing could cause harm and some focused on the effects that the routine use of the word 'gay' might have on gay people themselves.</p> <p>The complexity in the ways that pupils themselves addressed same-sex sexualities, sometimes through humour, perhaps through teasing or occasionally in potentially harmful ways, led staff to question whether pupils should be banned from using certain words or phrases altogether. On the whole, however, such bans were not considered appropriate, with staff more usually wishing to encourage discussion among pupils about the meanings of terms and the potential harms the use of certain words or phrases might cause – as one teacher noted:</p> <p>I think in some PSHCE lessons there is not enough discussion about these things, not in enough detail in my view, but there are time constraints. For students I think it's either 'Yeah, it is offensive, I meant to be offensive' or 'No, I'm talking to my mates, Sir, it doesn't matter.' I don't think they're fully aware of the complexities. They do know how to use words offensively, they can switch like that, if they want to be offensive then they'll use it. They're definitely aware of the two different instances. (CoEducational School, T1)</p> <p>At the boys' school, where pupils had taken part in wide-ranging discussions about homophobia during PSHE classes, respondents noted:</p> <p></p> <ulist> <item> Winston: Yeah, like, it's like two different meanings the way we use it</item> <p></p> <item> Kyle: Yeah, meaning that's gay or that's crap, like the teacher saying you've got detention and you say 'that's gay'.</item> <p></p> <item> I: Does that matter if it's used in that way at all?</item> <p></p> <item> Kyle: It still does, 'cos it's still using the word in a bad sense 'cos now the word is so regularly used</item> </ulist> <p>(Boys' school, Yr10, aged 14/15)</p> <p>And respondents in another group argued:</p> <p></p> <ulist> <item> Kevin: I don't think they realise, say if there is a gay person in the room, and some person said 'why are you being gay for' the person who said that cannot realise what it means to that person</item> <p></p> <item> Chen: The effect it would have, the gay person would be upset [...] Because people are being like disrespectful and stuff and in the school if someone's cussing about being gay and someone who is gay is in the room it doesn't make them feel, it makes them feel wrong about themselves</item> <p></p> <item> Jordan: Also if they've got family members that are gay they might feel like they've said something, they might take offence at it</item> </ulist> <p>(Boys' school, Yr9, aged 13/14)</p> <hd id="AN0094420012-12">Familiarity with same-sex relationships</hd> <p>Respondents differed in their accounts of what had influenced their generally positive views about same-sex relationships, and their stance against homophobia. While the school's general ethos or climate of promoting equal opportunities, inclusivity and intolerance of bullying generally aligned with their own views, most respondents at the co-educational and girls' schools reported that they themselves had done little during lessons to address same-sex sexualities and homophobia specifically. For them, more important were images and representations within the popular media as well as family and personal experiences. While these were important for respondents at the boys' school as well, they also made reference to debates and discussions about sexuality and homophobia they had participated in at school.</p> <p>The media, usually television, had provided respondents with opportunities to learn about the experiences of gay men, with one group of girls noting the unfairness with which the popular singer Will Young had been treated once he had 'come out' as gay. But respondents were often hard-pressed to identify media images of lesbians, positive or otherwise. However, at the girls' school, one group noted the influence of particular television programmes. Rather than presenting stereotypes of young lesbians, these series were understood as helpful to young people:</p> <p></p> <ulist> <item> I: And what about images of lesbians?</item> <p></p> <item> Michelle: There's a, I haven't seen it, but it's called the 'L word' and it's...</item> <p></p> <item> Vicky: It's like something like Sex and the City and it's about women going around and having relationships and stuff.</item> <p></p> <item> Morgan: It's on Sky</item> <p></p> <item> Michelle: I also thought Sugar Rush was quite good. It's also a book.</item> <p></p> <item> Laura: I think it's good 'cos there's not much support for young people and I think things like that, they see it, and it's good.</item> </ulist> <p>(Girls' school, Yr11, aged 15/16)</p> <p>More usually, respondents indicated that they had learned about gay men and lesbians from personal contact with friends of family members. For example, although respondents in one group of boys at the co-educational school indicated that their views had been influenced by activities at school, greater reference was made to personal contacts out of school:</p> <p></p> <ulist> <item> I: The work that's done in the school on homophobia, has it made a difference, to you? Is it due to the school or things outside of the school?</item> <p></p> <item> Eric: Both.</item> <p></p> <item> Daniel: It's 'cos we're sensible</item> <p></p> <item> Joe: We understand it</item> <p></p> <item> Eric: I've known people and experienced people who are gay and knowing what they're like</item> <p></p> <item> Daniel: My uncle's gay and he's getting married soon and I'm going to go to the wedding and it's going to be cool</item> <p></p> <item> Nick: My cousin's gay</item> <p></p> <item> Eric: My uncle too</item> <p></p> <item> I: Do you all know gay people?</item> <p></p> <item> All: Yeah, yeah</item> <p></p> <item> Eric: My sister goes to a club with all of her gay friends every few weeks and she really enjoys it. They're really nice people and I can sit down and talk to them. She goes there all the time and then they come around they're really nice people and there's nothing wrong with them.</item> <p></p> <item> Daniel: People that I know, women, interact better with gay men than with lesbians. Like my Mum, she's friends with gay people – they talk like the same language, clothes and stuff</item> <p></p> <item> Joe: My great, great aunt lives in America and she's friends with lots of gay people and they live in Salt Lake City which is like the Mormon part and they get a lot of abuse shouted at them and things for being gay, because the Mormons are so anti-gay.</item> </ulist> <p>(CoEd school, Yr9, boys, aged 13/14)</p> <p>Several respondents at the girls' school reported having lesbian or gay relatives – including brothers, an uncle and a mother. Respondents from Year 10 noted situations in which lesbians or gay men had not been accepted by their family. These included a 'quite homophobic Nana'; a girl who was scared to come out to her parents; a brother 'who doesn't like gays'; and a wife who 'turned lesbian' and abandoned her children.</p> <p>When talking about how their views about homophobia had been shaped, respondents at the boys' school also made some mention of the influences of family and friends. They indicated that relatives often had somewhat negative views about gay people. Particularly influential for these groups of boys were the discussions which they had taken part in during PSHE lessons. These had provided them with opportunities to consider what it  might be like being a gay student. In discussing prejudice related to homophobia, respondents indicated that this had led them to consider other forms of discrimination:</p> <p></p> <ulist> <item> I: What sorts of things have you done here about talking about homophobia?</item> <p></p> <item> Tyler: Sort of like, earlier on in this year, everybody in your year found out that this boy was gay and we spent the lesson talking about that, what people had heard and what the person might feel.</item> <p></p> <item> I: How did the lesson go?</item> <p></p> <item> Andy: Gives you an opportunity to speak your mind.</item> </ulist> <p>(Boys' school, Yr9, aged 13/14)</p> <p>And among a group of Year 10 pupils:</p> <p></p> <ulist> <item> Kyle: We have discussions about what you think about it and discussions that it's wrong to discriminate, not only against people who are gay, but that leads onto other prejudices as well. We done work on how to say if we had someone who we knew came out how we might deal with that.</item> <p></p> <item> Cody: We talked about basically everything you need to know about culture and dealing with thinking that you may be gay and like how to get help and stuff to realise if you are or not. And, like, if your friend might be gay how to treat him in the same way that you have, as you may treat him differently for the way he is. Like, the right ways and the wrong ways to treat the person the same.</item> <p></p> <item> Dylan: Yeah, to have long discussions with staff about one thing and that always leads to another thing, and eventually you end up with most of it covered, so it's good to try and discuss and learn new stuff.</item> </ulist> <p>(Boys' school, Yr10, aged 14/15)</p> <hd id="AN0094420012-13">Discussion and implications</hd> <p>The schools in this study sought to prevent and tackle homophobia and related bullying in a number of ways – suggesting that neither a purely individualistic nor a collective stance was adopted (Duncan and Rivers [<reflink idref="bib15" id="ref40">15</reflink>]), but rather one which sought to engage with the textured or interwoven dynamics of school life. While broader political and cultural factors were noted by some respondents to have influenced what schools could currently do to address homophobia (compared with the early to mid-1980s, when such work was perceived as being difficult), just as important was an institutional commitment to promoting a school ethos or climate that took to heart ideas of inclusivity and equal opportunities. Moreover, these ideas were brought to life for staff and pupils through a series of actions including measures to tackle bullying in general as well as those focused on homophobia, such as externally facilitated events – including a Theatre-in-Education production or a workshop – presentations during assemblies, or classroom discussions and coursework. For many pupils, school commitments to addressing homophobia appeared to be aligned with their own concerns for fairness with respect to the ways that different groups of people should be treated.</p> <p>Such concerns may best be understood with regard to broader cultural, societal and global changes influencing schools and education generally (Maguire [<reflink idref="bib27" id="ref41">27</reflink>]) and shaping views about sexualities, same-sex sexualities in particular (Parker and Aggleton [<reflink idref="bib37" id="ref42">37</reflink>]; Weeks [<reflink idref="bib50" id="ref43">50</reflink>]). Weeks ([<reflink idref="bib50" id="ref44">50</reflink>]), for example, highlights 15 'unfinished revolutions [...] that have re-made the world of sexuality and intimacy...' (p. 7). These include those associated with gender, the recognition of sexual diversity, greater recognition of sexual violence and abuse, the expansion of sexual/intimate citizenship, the continued circulation of power around race and ethnicity, class and age, and the commercialisation of the erotic. Questions of 'sexuality' are increasingly understood with regard not only to personal health and well-being (Meyer and Northridge [<reflink idref="bib28" id="ref45">28</reflink>]), but also to social justice and human rights (Parker and Aggleton [<reflink idref="bib37" id="ref46">37</reflink>]). Rather more than a new 'inclusive masculinity' (Anderson [<reflink idref="bib2" id="ref47">2</reflink>]), there appear, in some contexts at least, to be emerging forms of femininity and masculinity influenced by a series of structural, organisational and even intimate influences shaping young people and adults within and beyond the school walls (Youdell [<reflink idref="bib54" id="ref48">54</reflink>]; Ringrose [<reflink idref="bib41" id="ref49">41</reflink>]).</p> <p>Concurrently, attention has focused on the ways in which schools might best promote progressive and socially just pedagogy, person-centred education, democracy and human rights (Rhoads and Calderone [<reflink idref="bib40" id="ref50">40</reflink>]; Fielding and Moss [<reflink idref="bib16" id="ref51">16</reflink>]). Prior to 2007, when the study described in this paper was completed, there had been a number of legislative reforms and policies in England, 'built around ideas of social justice, equality of opportunity and a degree of respect for the human rights of individuals and diverse social groups' (Harris [<reflink idref="bib20" id="ref52">20</reflink>], 33). Since then, concerns about homophobia and the harms associated with it have received increasing attention globally – within and outside of educational settings (Bhana [<reflink idref="bib6" id="ref53">6</reflink>]; Barker et al. [<reflink idref="bib5" id="ref54">5</reflink>]; Stotzer and Lau [<reflink idref="bib46" id="ref55">46</reflink>]; Valentine et al. [<reflink idref="bib48" id="ref56">48</reflink>]).</p> <p>Promoting democratic values and practices, responding to pupils' needs, concerns and interests, ensuring pupils are safe, and promoting their social and emotional well-being have increasingly been seen as intimately related not only to effective learning (Ofsted [<reflink idref="bib33" id="ref57">33</reflink>], [<reflink idref="bib34" id="ref58">34</reflink>]), but also to the wider improvement of the school in which children and young people learn (Reed and Lodge [<reflink idref="bib39" id="ref59">39</reflink>]; Fielding and Moss [<reflink idref="bib16" id="ref60">16</reflink>]), and to building the communities and societies in which they live and work (Apple and Beane [<reflink idref="bib4" id="ref61">4</reflink>]).</p> <p>In the case-study schools, pupils spoke about homophobia in complex ways, discussing sexual meanings, sexual identities and sexual communities, images of masculinity and femininity, concepts of power, sexuality-related discrimination and sexual rights (cf. Parker and Aggleton [<reflink idref="bib37" id="ref62">37</reflink>]). The actions taken by the schools themselves provided a context in which pupils were generally keen to counter homophobia or, at least, not to be associated with the harms that could be caused through its deployment. While some pupils had learned specifically about homophobia through school-based activities – and notwithstanding critiques of media portrayals of lesbians and gay men (Guasp [<reflink idref="bib17" id="ref63">17</reflink>]) – as important an influence on many pupils were understandings about homophobia and same-sex sexualities acquired through media representations and interaction with friends and family, and broader concerns such as fairness and social justice.</p> <p>A number of implications flow from recognising these multilayered influences on performances of, and resistances towards, homophobia and bullying. First, in England national policy and guidance now invites, indeed requires, schools to tackle bullying in its various forms – including those related to sexual orientation (Department for Education 2013). How best to do this remains somewhat open to question. However, supporting individuals in conjunction with leading and managing school-wide improvements to preventing and tackling homophobia through teaching and learning as well as behaviour and safety appears to be a promising way forward (Ofsted [<reflink idref="bib34" id="ref64">34</reflink>], [<reflink idref="bib35" id="ref65">35</reflink>]; Hong and Garbarino [<reflink idref="bib22" id="ref66">22</reflink>]; Williams [<reflink idref="bib51" id="ref67">51</reflink>]; Minton et al. [<reflink idref="bib29" id="ref68">29</reflink>]).</p> <p>Second, future approaches to tackling homophobia and so promoting school-engagement, learning and well-being should not solely focus on preventing negative incidents such as bullying, but should go beyond what is required through legislation to engage more fully with pupils' often sophisticated understandings of sexuality and intimate relationships. In some contexts, it may be useful, as Hand ([<reflink idref="bib19" id="ref69">19</reflink>]) has argued, to treat discussions of sexual orientation in general and homosexuality in particular as relatively non-controversial or even 'ordinary' nowadays – adopting the rather more taken-for-granted position which most young people in this study seemed to assume (see also Alldred and David [<reflink idref="bib1" id="ref70">1</reflink>]; Heaphy et al. [<reflink idref="bib21" id="ref71">21</reflink>]; Ofsted [<reflink idref="bib35" id="ref72">35</reflink>]).</p> <p>Third, promoting considered discussion about sexuality, sexual health and intimate relationships should, perhaps, be seen not only as a way to assist young people (and adults too) about these issues, but also as a way of enabling broader aspects of school improvement. Staff respondents in case-study schools suggested that programmes and activities to address homophobia and homophobic bullying did not stand alone. They were concerned with the dignity and rights of individuals and minorities and the welfare of others, and had a degree of faith in capacity among staff and pupils to discuss and resolve issues (Apple and Beane [<reflink idref="bib4" id="ref73">4</reflink>]). In some English schools at least, there is an emerging cultural politics of sexuality, which it is important to recognise and build upon through teaching and learning, dialogue and debate (Ofsted [<reflink idref="bib35" id="ref74">35</reflink>]).</p> <p>However, it is important to guard against being overly optimistic in this respect. The schools in this study were sampled to exemplify what <emph>can</emph> happen when there is commitment to counter homophobia and bullying, rather than what does happen in schools more generally. While there are many schools in which homophobia and homophobic bullying continue to affect young people (Guasp [<reflink idref="bib18" id="ref75">18</reflink>]), there are also young people and teachers – not necessarily lesbian or gay themselves – who resist and counter homophobia and the harm it causes. Both professionally and politically, we should be minded to acknowledge, to learn from and to make more widely known what such young people and teachers are successfully accomplishing.</p> <ref id="AN0094420012-14"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref10" type="bt">1</bibl> <bibtext> <sups>1.</sups> See https://<ulink href="http://www.stonewall.org.uk/">www.stonewall.org.uk/</ulink> (accessed July 2013).</bibtext> </blist> <blist> <bibl id="bib2" idref="ref12" type="bt">2</bibl> <bibtext> <sups>2.</sups> The Department of Education in Northern Ireland as well as the Scottish and Welsh Governments have their own approaches to, and materials for, tackling bullying.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref22" type="bt">3</bibl> <bibtext> <sups>3.</sups> See <ulink href="http://lgbthistorymonth.org.uk/">http://lgbthistorymonth.org.uk/</ulink> (accessed July 2013).</bibtext> </blist> <blist> <bibl id="bib4" idref="ref61" type="bt">4</bibl> <bibtext> <sups>7.</sups> PSHCE refers to Personal, Social, Health and Citizenship Education.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref54" type="bt">5</bibl> <bibtext> <sups>8.</sups> PSHE refers to Personal, Social and Health Education.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref38" type="bt">6</bibl> <bibtext> <sups>4.</sups> See <ulink href="http://www.legislation.gov.uk/ukpga/1998/29/contents">http://www.legislation.gov.uk/ukpga/1998/29/contents</ulink> (accessed July 2013).</bibtext> </blist> <blist> <bibl id="bib7" idref="ref33" type="bt">7</bibl> <bibtext> <sups>5.</sups> To protect respondents' anonymity, all pupils have been given false names.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref18" type="bt">8</bibl> <bibtext> <sups>6.</sups> I is the interviewer and first author of the paper.</bibtext> </blist> </ref> <ref id="AN0094420012-15"> <title> References </title> <blist> <bibtext> Alldred, P., and M.David. 2007. 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  Label: Title
  Group: Ti
  Data: Bullying, 'Cussing' and 'Mucking About': Complexities in Tackling Homophobia in Three Secondary Schools in South London, UK
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Warwick%2C+Ian%22">Warwick, Ian</searchLink><br /><searchLink fieldCode="AR" term="%22Aggleton%2C+Peter%22">Aggleton, Peter</searchLink>
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  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Sex+Education%3A+Sexuality%2C+Society+and+Learning%22"><i>Sex Education: Sexuality, Society and Learning</i></searchLink>. 2014 14(2):159-173.
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  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2014
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Homosexuality%22">Homosexuality</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Single+Sex+Schools%22">Single Sex Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Coeducation%22">Coeducation</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Consciousness+Raising%22">Consciousness Raising</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Semi+Structured+Interviews%22">Semi Structured Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Familiarity%22">Familiarity</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28London%29%22">United Kingdom (London)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/14681811.2013.854204
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1468-1811
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In countries such as the UK, schools have a responsibility to prevent all forms of bullying, including those related to sexual orientation. However, relatively little is known about how schools go about this work successfully. This study aimed to identify how three secondary schools in south London, England, were addressing homophobia. Three different kinds of schools--a co-educational, boys' and girls' school--were selected, each known to have conducted work to counter homophobic bullying. In each school, interviews were conducted with staff and pupils. Work on homophobia and homophobic bullying was said by most staff respondents to be part of a general commitment to countering bullying. Pupils stated that they were keen that homophobic bullying should be tackled -- and distinguished bullying from "cussing", "taking the mick" and "mucking about". Work carried out in schools had influenced pupils to consider homophobia and its effects -- although the media as well as personal and family relationships were also important in this respect. Findings are discussed with regard to ways in which schools might better align what they do with regard to pupils' own values and understandings about how best to address homophobia and bullying.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
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  Data: 54
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2014
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1028198
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        Value: 10.1080/14681811.2013.854204
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      – Text: English
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        PageCount: 15
        StartPage: 159
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Bullying
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      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Educational Environment
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      – TitleFull: Bullying, 'Cussing' and 'Mucking About': Complexities in Tackling Homophobia in Three Secondary Schools in South London, UK
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