Teachers’ discursive constructions of adolescent sexting, consent and gender.

Seymour-Smith, S, Rousaki, A, Marriott, M and Kitson-Boyce, R, 2024. Teachers’ discursive constructions of adolescent sexting, consent and gender. Journal of Community and Applied Social Psychology. ISSN 1052-9284 (Forthcoming)

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Abstract

Sexting is the exchange of sexually suggestive content through technological means (Van Ouytsel et al., 2017). Despite being tasked with addressing such incidents in schools, teachers are underrepresented in sexting research. The present study explores teachers’ discursive constructions of sexting, consent, and gender using Critical Discursive Psychology, analysing 30 interviews with educators and safeguarding staff. The first key finding uncovers the interpretative repertoire of “Sexting as a threat”. This repertoire showcases the gendered positions teachers assign adolescents to, positioning “Boys as oppressors; girls as victims of sexting”, with girls being simultaneously constructed as sexting to attract boys’ attention through the “Girls as the validation-seeking Other” position. Regarding consent, we explicate three repertoires: “Consent as an oxymoron in relation to non-consensual distribution”, “Consent as illegal”, and “Coercion as a power imbalance”. We contextualise and discuss these findings within the socio-political discursive terrain. We highlight their ideological implications and the need to initiate emancipatory positions and discussions regarding inclusive sexting education.

Item Type:	Journal article
Publication Title:	Journal of Community and Applied Social Psychology
Creators:	Seymour-Smith, S., Rousaki, A., Marriott, M. and Kitson-Boyce, R.
Publisher:	Wiley
Date:	10 October 2024
ISSN:	1052-9284
Identifiers:	Number Type 10.1002/casp.70002 DOI 2294489 Other
Divisions:	Schools > School of Social Sciences
Record created by:	Jeremy Silvester
Date Added:	22 Nov 2024 12:29
Last Modified:	22 Nov 2024 12:29
URI:	https://irep.ntu.ac.uk/id/eprint/52640

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