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« Avoir une réputation » : Étude du (cyber)harcèlement scolaire comme risque réputationnel genré

Margot Déage 
Abstract : ‘To have a reputation’ carries a negative connotation for middle school pupils. This expression is aimed at girls suspected of having broken the standards of modesty, or at boys whose attitude is deemed effeminate. These gendered reputations, these rumours that have been established as truths, are pretexts for exclusion and aggressions. Collective judgements’ degradation towards a pupil and bullying are phenomena that feed on each other, in the school and online. Based on an ethnographic survey carried out in four colleges in the Paris region; a nethnography on Snapchat and Instagram; a questionnaire sent online to pupil, as well as the secondary analysis of the MENJVA-DEPP (2013 & 2017) surveys, I analyse the way in which middle school pupils take reputational risks. Reputations are a relational benchmark in a general mistrust’s climate. Gender and age particularly influence the image projected to others. They give rise, more or less consciously, to mockery and other violence. Sometimes, some pupils decide to make a reputation in order to get revenge or obtain a relational privilege. These initiatives are all the more accessible because of social media that encourages a disinhibited and photo-based exchange, while at the same time making it possible to disseminate dossiers that serve as evidence. Although bullying has become a social problem, education team still have difficulty in identifying and dealing with it. They lack availability, legal and technical recourses. The priority given to punishment overrides the task to calm relations between pupils.
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Submitted on : Thursday, December 9, 2021 - 12:37:35 AM
Last modification on : Wednesday, January 5, 2022 - 3:47:50 AM


  • HAL Id : tel-03471767, version 1


Margot Déage. « Avoir une réputation » : Étude du (cyber)harcèlement scolaire comme risque réputationnel genré. Sociologie. Sorbonne universite, 2020. Français. ⟨tel-03471767⟩



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