How do youth, parents, and educators use discursive sexual scripts to make sense of youth engagement with internet pornography?

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dc.citation.issue4
dc.citation.volume9
dc.contributor.authorHealy-Cullen S
dc.contributor.authorMorison T
dc.contributor.authorRoss K
dc.contributor.authorTaylor JE
dc.date.accessioned2023-11-19T23:53:54Z
dc.date.accessioned2023-11-20T01:38:31Z
dc.date.available2023-11-19T23:53:54Z
dc.date.available2023-11-20T01:38:31Z
dc.date.issued2022-12
dc.description.abstractIn this article, we explore how culturally available sexual scripts are drawn on to make meaning of young people’s engagement with internet pornography (IP). We draw on a version of sexual scripting theory developed by feminist discursive scholars to perform a critical thematic analysis of 24 interviews with parents, educators, and young people. We identify three main scripts commonly drawn on by participants to make sense of youth engagement with IP, namely: a script of harm, a heterosexual script, and a developmentalist script. These scripts, often interweaving with one another, were deployed in various ways, firstly, as ‘risk talk’ and, secondly, as ‘resistant talk’. While both adults and youth engaged with dominant (‘risk’) and alternative (‘resistant’) talk, adults primarily positioned youth within ‘risk talk’. We show how alternative ‘resistant talk’ disrupts common, scripted ways of accounting for youth engagement with IP in a way that demonstrates more nuanced sexual subjectivities – particularly among youth – than the traditional media effects paradigm acknowledges. Importantly, our findings show how, within discursive restraints, essentialized gender constructions can be resisted to position youth as agentic sexual subjects.
dc.description.confidentialfalse
dc.format.pagination445-463
dc.identifier.citationHealy-Cullen S, Morison T, Ross K, Taylor JE. (2022). How do youth, parents, and educators use discursive sexual scripts to make sense of youth engagement with internet pornography?. Porn Studies. 9. 4. (pp. 445-463).
dc.identifier.doi10.1080/23268743.2022.2125898
dc.identifier.eissn2326-8751
dc.identifier.elements-typejournal-article
dc.identifier.issn2326-8743
dc.identifier.urihttps://mro.massey.ac.nz/handle/10179/69195
dc.publisherTaylor and Francis Group
dc.relation.isPartOfPorn Studies
dc.rights(c) 2022 The Author/s
dc.rightsCC BY-NC-ND 4.0
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectpornography
dc.subjectyouth
dc.subjectagency
dc.subjectparents
dc.subjectteachers
dc.subjectonline media
dc.subjectNew Zealand
dc.subjectqualitative
dc.titleHow do youth, parents, and educators use discursive sexual scripts to make sense of youth engagement with internet pornography?
dc.typeJournal article
pubs.elements-id458012
pubs.organisational-groupOther
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