Gender Differences in Bullying and the Social Construction of Masculinity

In the past ten years considerable attention has been devoted in the literature to violence in schools, especially, bullying behaviour. Research has established that this form of violent behaviour is an endemic problem as school students seek to develop a system of attitudes and values based on mixed social messages from today’s society. The inconsistent models and images they receive from their peers, teachers, parents and the media help to perpetuate and to a certain extent, condone, this state of almost institutionalised violence. While research has established that bullying behaviour is widespread (Byrne, 1994; Maslin, 1994; Olweus, 1978; Rigby & Slee, 1989) of particular interest to this proposed study is the issue of gender differences in the nature, extent and attitudes towards bullying behaviour. While it is true that boys bully more often than girls and are more often the victims of bullying behaviour girls are picked on or teased more frequently by boys than other girls (Tulloch, 1995). The issue of gender and violence focuses on the social construction of masculinity and femininity and how it underlies the nature and extent of bullying behaviour in schools. Research into gendered violence in schools (Askew, 1989; Maslin, 1994; O’Doherty, 1994; Ollis & Tomaszewski, 1993; Roland, 1989; Tulloch, 1995) highlights the imbalance in the power relationship between males and females and needs further investigation as it is reasonable to suggest that in many cases cross sex bullying constitutes sexual harassment. Studies have established that intervention programs designed to address violence in schools are effective in reducing the level of bullying behaviour in schools. The O’Doherty (1994) Report in NSW goes further by suggesting schools adopt strategies to address gender equity issues in relation to violence in schools, in particular, boys’ education. On this basis cross gender bullying deserves a closer look with regards sex role perceptions and attitudes of students and the extent of cross sex victimisation experienced. DEFINITIONS OF AND HISTORICAL PERSPECTIVES ON BULLYING. Bullying is a phenomenon that has been described in literary works for a very long time and most adults would have experienced it from their own school days. While there has been concern in the media and in schools for some time the authorities did not involve themselves (Maslin, 1994) until fairly recently in the form of research attention. A number of researchers have reported on the phenomenon of bullying behaviour in society in general and schools in particular. It is with reference to this behaviour in schools that the present review is interested. Scandinavian researchers are considered to have pioneered studies into bullying behaviour (Besag, 1989; Olweus, 1978, 1993). One definition of bullying/victimisation is described as follows:“ A