Jocelyn A. Hollander

The Social Contexts of Focus Groups

This article argues that focus group discussions are shaped by multiple social contexts, a fact that is often ignored by researchers. Using data from a focus group study of the effects of violence on everyday life, this article provides an analysis of four such contexts: the associational, status (especially gender), conversational, and relational contexts. These multiple and overlapping contexts foster both problematic silences (lack of disclosure) and problematic speech (strategic shaping of comments) in group discussions. These processes limit the usefulness of focus groups as a tool for understanding individual thoughts, feelings, or experiences. However, they make focus groups an excellent site for analyzing the processes of social interaction. The article concludes with suggestions for improving the implementation and interpretation of focus groups in light of this analysis.

VULNERABILITY AND DANGEROUSNESS The Construction of Gender through Conversation about Violence

In this article, the author argues that beliefs about vulnerability and dangerousness are central to conceptions of gender and are constructed and transmitted through conversation. Using data from 13 focus groups, the author demonstrates that ideas about gender and its relationship to vulnerability and danger are pervasive in talk about violence, and that this talk is further marked by ideas about age, race, social class, and sexual identity. These ideas are based, in part, on shared beliefs about human bodies, which reinforce the perceived naturalness (and therefore the invisibility) of these ideas. The article concludes with a discussion of the consequences of these ideas for the daily lives of women and men.

ENGENDERING SOCIAL MOVEMENTS Cultural Images and Movement Dynamics

The fields of gender and social movements have traditionally consisted of separate literatures. Recently, however, a number of scholars have begun a fruitful exploration of the ways in which gender shapes political protest. This study adds three things to this ongoing discussion. First, the authors offer a systematic typology of the various ways in which movements are gendered and apply that typology to a wide variety of movements, including those that do not center on gender issues in any obvious way. Second, the authors discuss the process by which movements become gendered. In doing so, they go beyond current scholarship by bringing “others” (e.g., opponents and the general public) squarely into the gendered analysis. The article concludes by speculating about the outcomes of these processes and suggests that movements that draw on feminine stereotypes face a double bind that hampers their success. Illustrations come from movements in the United States, Europe, and Latin America.

“I Can Take Care of Myself” The Impact of Self-Defense Training on Women’s Lives

Feminist self-defense classes teach skills for preventing and responding to violence. However, self-defense training has many other positive effects on women’s lives—effects that themselvesmay reduce women’s risk of assault. In this article the author offers evidence of these effects drawn from a longitudinal study of self-defense training. In addition to increased confidence in potentially dangerous situations, self-defense students reported more comfortable interactions with strangers, acquaintances, and intimates; more positive feelings about their bodies; increased self-confidence; and transformed beliefs about women, men, and gender. The author suggests that self-defense classes are life transforming because they address three issues central to women’s lives: fear of sexual assault, self, and gender.

Gendered Situations, Gendered Selves: A Gender Lens on Social Psychology

Defining Social Psychology and Gender Conceptions of Gender in Social Psychology Social Exchange and Related Theories Social Cognition Symbolic Interactionism Altruism and Aggression Gendered Dynamics of Helping and Harming Others Conclusions Reprising a Gender Lens on Social Psychology

“I Demand More of People”: Accountability, Interaction, and Gender Change

Although accountability lies at the heart of the “doing gender” perspective, it has received surprisingly little attention from gender scholars. In this article, I analyze the different ways that scholars have conceptualized accountability. I propose a synthesis of these various understandings, and demonstrate the utility of this conceptualization with examples from my research on feminist self-defense training. This analysis sheds light on both the workings of accountability and the process of change in gender expectations and practices. I conclude by considering the implications of this reconceptualization of accountability.

The Roots of Resistance to Women's Self-Defense

Those who teach or research womens self-defense often encounter significant resistance from others. In this article, the author discusses three major types of resistance to womens self-defense (and to womens resistance to violence more generally): the belief that womens resistance is impossible, that it is too dangerous, and that it risks blaming the victim. The author argues that one source of these reactions is peoples taken-for-granted beliefs about gender, which limit their ability to understand the research on womens resistance and self-defense—and, indeed, prevent them from being able to conceptualize women as strong and competent social actors.

Does Self-Defense Training Prevent Sexual Violence Against Women?

Self-defense classes are offered across the nation as a strategy for reducing women’s vulnerability to sexual assault. Yet there has been little systematic research assessing the effectiveness of these classes. In this article, I use data from a mixed methods study of a 10-week, university-based, feminist self-defense class to examine the effectiveness of self-defense training over a 1-year follow-up period. My analyses indicate that women who participate in self-defense training are less likely to experience sexual assault and are more confident in their ability to effectively resist assault than similar women who have not taken such a class.

Why Do Women Take Self-Defense Classes?

Given the positive benefits of self-defense training for women, it is important to understand how women come to enroll in self-defense classes. Using data from a longitudinal study of university women, I explore the reasons women give for taking a self-defense class. I find that friends’ recommendations, visions of the “possible selves” they could become, and fear of violence were the most frequently reported reasons; having experienced a past assault was rarely cited as a reason for enrolling. In addition, many women who had never enrolled in a self-defense class reported having considered doing so. I explore barriers to learning self-defense and find that logistical issues such as time, money, and availability of classes were the most frequently reported reasons for not enrolling.

Challenging Despair Teaching About Women’s Resistance to Violence

In this article, the author describes an approach to teaching about violence against women that balances discussion of violence with information about women’s individual and collective resistance. This strategy addresses two concerns about traditional approaches to this topic: that focusing only on victimization disempowers students and that it provides only a partial view of the reality of violence in women’s lives. To address these problems, the author integrates discussion of resistance into the class’s working definition of violence, assigned readings, guest speakers, and course assignments. The author concludes with a discussion of the positive effects of this approach.