Challenging Stereotypes: A Conversation Analysis Approach to Students’ Narratives about Gender

Chiara Facciani
Post-Doc Fellow, University for Foreigners of Siena, Italy.

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Abstract

Creating effective prevention programs is essential for reducing gender-based violence (GBV). Research underscores the importance of addressing GBV during early schooling years (Oliver, 2014), as schools, alongside families, serve as primary socialization environments for children and young people. Building on this context, this article presents a study that used prevention-based class seminars to challenge gender stereotypes and prompt reflection on GBV, gender-based discrimination, and gender stereotyping. The study involved approximately 600 minutes of classroom video recordings from five Italian middle school classes, featuring 112 12-year-old pupils during expert-conducted seminars. Using a Conversation Analysis approach, the data analysis reveals the forms of communication and gender narratives produced by the students during the workshops. While some narratives reinforced gender stereotypes and traditional norms, most narratives promoted equal gender relationships. This study contributes to research on violence prevention in schools, demonstrating how school-based programs can significantly impact students’ reflections on gender stereotypes and violence.

Keywords: Gender-based violence, gender stereotypes, prevention-based seminars, narratives in interaction, Conversation Analysis, Italian middle school.