An Intersectional Feminist Review of the Literature on Gendered Cyberbullying: Digital Girls

  • Hayley R. Crooks
Keywords: cyberbullying, cyberviolence, gender, aggression, feminism, girls’ digital culture, intersectionality


Harmful tropes such as the “mean girl” and the “good girl” continue to inform both public dialogue and dominant scholarship around girls and bullying. This article reviews the existing interdisciplinary literature on cyberbullying from an intersectional feminist perspective. The author argues that there are currently two major gaps in dominant developmental psychology, education literature, and mass media discourses on girls and bullying from 2000 to the present: they often neglect the voices of girls themselves and lack intersectional frameworks. Drawing on a multi-year study of gendered cyberviolence and significant literature in girls’ digital culture that takes the voices of girls seriously, the author argues that alternative research methods will help us better understand the complex social phenomenon that is cyberbullying.


DOI: 10.1353/jeu.2017.0003

Author Biography

Hayley R. Crooks

Hayley Crooks is currently a Ph.D. Candidate at the Institute of Feminist & Gender Studies at the University of Ottawa and a research partner on the project Cyber and Sexual Violence: Helping Communities Respond (a collaboration between the Atwater Library and Computer Centre and TAG Concordia). Her research focuses on the intersections of media and gendered violence. Her dissertation, drawing on a professional background in documentary filmmaking, utilizes participatory video (PV) with girls as a methodology through which to explore cyberbullying. The goal of the dissertation is to examine the ways in which girls’ definitions and perceptions of cyberbullying simultaneously challenge and rehearse mainstream discourses around girls’ bullying practices.

How to Cite
Crooks, H. R. (2017). An Intersectional Feminist Review of the Literature on Gendered Cyberbullying: Digital Girls. Jeunesse: Young People, Texts, Cultures, 8(2). Retrieved from