Moving beyond masculine defensiveness and anxiety in the classroom: exploring gendered responses to sexual and gender based violence workshops in England and Ireland
Bibliographic record
Abstract
Increasing rates of gender-based and sexual abuse, coupled with a rise in misogynistic influencers online, have become a growing issue in UK and Irish schools. This paper reports on the findings of a postlockdown study in England and Ireland that piloted workshops on gender-based and sexual violence. While most student responses were positive, we found that roughly 10% of girls and 20% of boys were resistant. In this paper, we explore these critical responses, focusing specifically on male resistance. Our findings indicate that new strategies, which avoid the concept of ‘toxic masculinity’, are needed to help boys move from defensive to empathetic engagements. We also find that the neoliberal, meritocratic ethos of many schools has fostered a problematic framing of gender-based violence as genderneutral. We conclude that it is vital to adopt an intersectional, whole-school approach to educating about sexual violence, which acknowledges male victimhood, while also emphasizing gendered privileges.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.008 |
| Scholarly communication | 0.007 | 0.003 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".