Abstract: Over the past decade, sexual rumor spreading, slut-shaming, and homophobic labeling have become central examples of bullying among young women. This article examines the role these practices— what adults increasingly call “bullying” and what girls often call “drama”— play in girls’ gendering processes. Through interviews with 54 class and racially diverse late adolescent girls from five regions of the U.S., I explore the content and functions of “sexual drama.” All participants had experiences with this kind of conflict, and nearly a third had been the subject of other girls’ rumors about their own sexual actions and/or orientations. Their accounts indicate that sexual drama offers girls a socially acceptable site for making claims to, and sense of, gendered sexuality in adolescence. While they reproduce inequality through these practices, sexual drama is also a cultural resource for girls—one that is made useful through the institutional constraints of their high schools, which reinforce traditional gender norms and limit sexuality information.
*Lead article and winner of the 2016 American Sociological Association Sociology of Sexualities Section Graduate Student Paper Award, See Also: Miller, Sarah. 2016. “How You Bully a Girl.” Gender & Society Blog.
Abstract: This study examines a community controversy over the first high school-sponsored student performance of The Vagina Monologues, covered in the local and national media about the sexuality of minors. Through content analysis of archival documents and media coverage, I explore the discursive politics of this debate over sex, youth, and schools. I find that this community’s atypical support for teen girls’ performances about sexuality and desire at school was couched in a protective discourse of sexual risk, obfuscating girls’ sexual autonomy, while emphasizing their vulnerability to sexual violence.
Abstract: Public discourse is replete with talk about the fragility of young women’s self-esteem, linking poor self-concept to a range of social problems associated with girlhood. We know little about the impact of these ideas on young women. In this article, we examine interviews with 66 girls, aged 14–22, to understand how they talk about the link between self-esteem and sexual expression in everyday life. We find that girls’ talk about self-esteem uses classed meanings that unintentionally reinforce and extend the role of sexuality in girls’ status hierarchies, benefitting those with more class resources, while policing all girls’ abilities to claim sexual agency.