Between Tolerance and Respect: A Case Study of Gender-Based Violence in a Mexico City Middle School
Bibliographic record
Abstract
This paper reports research advances about social construction of gender violence. It proposes that reproduction of models of femininity and masculinity prevailing in contexts of various individuals attending school contribute to augmenting climate of violence and misconduct. The analysis centres on meanings, expectations and practices associated with value of respect between couples as well as between gender-differentiated hierarchical positions. The results will allow for design of an intervention model transferrable to other educational contexts and based on proposals of educational communities. ********** This paper presents findings of an ongoing study on gender-based violence as one of multiple threads that make up web of daily interaction in a Mexico City middle school. The worldwide rise in school violence has posed need for prevention, and not just remedial or control strategies, when addressing such pressing matters. One first step in this direction can be made by means of a clear distinction between violence and lack of discipline. Stressing former, as Alfredo Furlan (2005, pp. 634-635) has pointed out, may risk loss of school's agency; thus yielding its place to other institutions, where adoption of various viewpoints on study and treatment of violence may result in a depiction of student as a potential felon or addict. The use of a gender perspective, rarely considered in Mexico for study of school violence, implies shifting our focus to an organizational form of social relations and that positions subjects in an unequal hierarchical system based on sexist arguments. The category of gender allows for an account of hegemonic domination that endows masculinity and femininity with status of universal truths, stemming from conception of biological features in essentialist terms. So, what can gender studies contribute to study of school violence? A strong assumption guiding this research may help provide an answer: reproduction of mainstream models of masculinity and femininity contributes to intensification of climate of violence and lack of discipline in educational institutions at all levels. The hypothesis draws from concept of climate, a meteorologic metaphor that Fernando Onetto refers to as the institutional capability to meet legitimate expectations of its members. He further poses that the climate quality of an institution is measured by satisfaction level of its members when working together in it ... and has an impact on quality of results and interactions (Onetto, 2004, pp. 10-11). A favourable school climate is an achievement that calls for involvement of all social agents at a school. In that spirit, this study proposes to analyze social construction of violence directly with those involved, in order to plan sensitization and prevention strategies that rely on communication rather than by resorting to violence and thereby cancelling very possibility of success. Thus, final considerations of this paper point toward design of intervention proposals that can be useful in diverse school contexts. Conceptual Framework Gender-based violence is a term used to define a specific kind of violence brought about by differential socialization and subjectivization of men and women. Fundamentally physiological differences between sexes (those apparent male/female distinctions endorsed by common sense, that conceive of each as one-sided and mutually exclusive) end up legitimating socially constructed inequity among subjects. Asymmetry between men and women (as well as those who deviate from hegemonic model) is thus brought about and presented as universal and self-evident by a legitimized order of male domination. For Bourdieu and Wacquant, logic of male domination appeals to an interplay of dichotomous categories (that is, terms that are exhaustive: containing all universe of discourse; and exclusive: belonging to one side of dichotomy never to be shared by other). …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".