Men’s Reflections on Their Experiences of Gender-Based Violence
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Using Multicultural and Gender Case Conceptualization (MGCC) epistemology, the aim of this phenomenological study was to explore adult male victims' perceptions of gender and reflections on their experiences of gender-based violence (GBV). Data were analyzed using interpretative phenomenological analysis (IPA). Results indicated that, regardless of sexual orientation, participants experienced verbal and physical abuse due to their feminine gender expression, beginning in primary school and continuing through university and into the workplace. To reduce victimization, the men developed a range of strategies, such as policing their gender and avoiding social situations. The experiences of violence affected the participants' social relationships, choice of occupation, self-esteem, and ability to trust. However, after entering university, heterosexual, gay, and bisexual participants interpreted their experiences differently, whereby heterosexual participants linked the abuse to gender, and gay and bisexual participants viewed it as homophobia. As well, gay and bisexual participants found respite in the gay and bisexual communities, while heterosexual participants remained silent, isolated, and afraid to discuss their experiences. Implications for future research are discussed.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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 it