Connections b/n bigger themes/structure and small instances (codes) in the data
1.) HOME ( cop (and other mandatory reporter?) in the room)
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Context– could be physical, political climate/event, etc. -can also be descriptors (ie “school as a safe space”) |
Actors– talking about or as these people; link up w/ what people ARE doing or are NOT doing – |
‘Stories’ – explanations people have for what’s going on; helps us understand what’s going on, who wins/loses, what should be done; opinions; theories |
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School support (or lack of it) |
Siblings – abusers and allies |
Potential drug/alcohol abuse |
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Home – divorce, broken family |
DHS – taken out of home |
Support and love are needed |
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Homelessness |
School counselors – not present |
Family communication failure |
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Foster care / mixed household |
Fathers = NON-actors |
Blame and shame |
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Teen pregnancy |
Lack of control |
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Cycles of violence – connection b/n home and sexual/dating violence |
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Cop suggested that young women could take “empowerment classes” |
2.) SCHOOL and CYBER
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Context– could be physical, political climate/event, etc. -can also be descriptors (ie “school as a safe space”) |
Actors– talking about or as these people; link up w/ what people ARE doing or are NOT doing – |
‘Stories’ – explanations people have for what’s going on; helps us understand what’s going on, who wins/loses, what should be done; opinions; theories |
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School |
Teachers – often portrayed as not acting |
Teachers need classes to learn what should be done |
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Cyber |
Classmates |
Too much warning and not enough action by teachers. |
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Home |
Bullies |
Bullies should also receive support – might come from broken home |
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Bullying should not be socially acceptable in schools |
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Students didn’t want to deal w/ bullying – worried they’d be perceived as weak; don’t ask for help |
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Have student-led anti-bullying groups |
3.) POLICE (important to remember that cops were present in this group)
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Context– could be physical, political climate/event, etc. -can also be descriptors (ie “school as a safe space”) |
Actors– talking about or as these people; link up w/ what people ARE doing or are NOT doing – |
‘Stories’ – explanations people have for what’s going on; helps us understand what’s going on, who wins/loses, what should be done; opinions; theories |
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Trimet – especially MAX |
Police |
Profiling – said they looked like “gangsters” which attracted cops’ attention and how they were treated |
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Schools |
Friends |
Cops are not a part of their community – cannot understand what youth are going through/what’s going on how can they help then? Us versus them mentality/tone: “cops are there to oppress not protect” |
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Neighborhoods |
Teachers |
Language: cops and youth agree that they both use disrespectful language, but youth believe that cops should be unemotional and better at diffusing/not escalating the situation : competing explanations |
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Parks |
Young people don’t know rights; Street Law class could be helpful, but was not mentioned |
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Did not talk about family / school help or other outlets |
4.) SEXUAL and DATING (mandatory reporters were in the room censorship of stories)
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Context– could be physical, political climate/event, etc. -can also be descriptors (ie “school as a safe space”) |
Actors– talking about or as these people; link up w/ what people ARE doing or are NOT doing – |
‘Stories’ – explanations people have for what’s going on; helps us understand what’s going on, who wins/loses, what should be done; opinions; theories |
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Clubs, raves |
Bystanders |
Mainly heterosexual conversation; little in context of non-heterosexual relationships |
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Schools |
Victims/survivors of sexual violence – rape (as opposed to sexual assault; domestic violence) |
Rape is about control – not attraction to another person |
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Missing: men in the room; emphasis on men |
Bystanders ignore and don’t want to get involved |
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Lack of information about what “should” be acceptable |
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Not a lot of support for survivors – makes it hard to want to share stories and support other survivors |
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Defense classes are NOT prevention – not an adequate solution |
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Lack of emphasis on men – where guys get their understandings of what is healthy dating, etc. |
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Emotional pain – less talked about; physical pain – more emphasized |
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Shame and blame – more emphasis on victim/survivor than on the perpetrators |
5.) GENDER/SEXUAL ORIENTATION
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Context– could be physical, political climate/event, etc. -can also be descriptors (ie “school as a safe space”) |
Actors– talking about or as these people; link up w/ what people ARE doing or are NOT doing – |
‘Stories’ – explanations people have for what’s going on; helps us understand what’s going on, who wins/loses, what should be done; opinions; theories |
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Schools - mostly |
Counselor |
People described that others perceived them as bad, weird, abnormal, anti-Christian, something to be hidden |
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Home |
Principal |
Adults portrayed as not understanding the situation, so they didn’t act upon it |
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Gay-Straight Alliances – helped people feel more comfortable |
Peers |
Exception: school counselor was gay, and student received good support – an important factor |
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Self |
Need to incorporate gay awareness into sexual education to normalize it |
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Starts early in school – as young as 2nd grade |
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Depression, isolation, suicidal thoughts; no one understands or does anything |
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Circuits/circuit-breakers: if adults don’t understand, they don’t do anything; not feeling accepted isolation and depression (cyclical) |
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Lack of understanding/empathy = strong theme |
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3-strike law: bullies were suspended after 3 times |
6.) GANG
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Context– could be physical, political climate/event, etc. -can also be descriptors (ie “school as a safe space”) |
Actors– talking about or as these people; link up w/ what people ARE doing or are NOT doing – |
‘Stories’ – explanations people have for what’s going on; helps us understand what’s going on, who wins/loses, what should be done; opinions; theories |
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Lack of system support |
Siblings (brother was mentioned) |
Family or lack of a home gang involvement; needed support system and gang was the only one available |
****OUR REFLECTIONS: COMMONALITIES B/N CATEGORIES : to help YAV prioritize and decide on follow-up activities
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Context– could be physical, political climate/event, etc. -can also be descriptors (ie “school as a safe space”) |
Actors– talking about or as these people; link up w/ what people ARE doing or are NOT doing – |
‘Stories’ – explanations people have for what’s going on; helps us understand what’s going on, who wins/loses, what should be done; opinions; theories |
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School |
School admin: nurse, counselors, teachers, etc. – both as supporters but missing support from these people |
Lack of support from adults and peers to even just talk about/describe problem, let alone address challenges; feel isolated |
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Classmates - peers |
Adults don’t understand this stuff |
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Self |
Stigma, blame, self-shame |
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Theme of institutions assuming that solutions start w/ the victim him/herself : theme of “self-help” – we see this w/ the police, as well sexual/dating violence |
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NON-actors: no mention of community organizations! |
Theme of institutions assuming that solutions start w/ the victim him/herself : theme of “self-help” – we see this w/ the police, as well sexual/dating violence
NON-actors: no mention of community organizations!