Scant research exists on adolescent thinking about sexual harassment (SH), and even less on Black adolescents’ thinking. We listened to Black students as they thought aloud about a hypothetical SH dilemma. Participants were 7th graders (N = 21, 10 girls, M = 13.2 years, SD = 2.9) who identified as Black or African American. We presented a hypothetical dilemma about a boy who continues to touch a girl despite her request to stop. Participants were asked to take the perspective of each character as well as their own as a bystander. Using reflexive thematic analysis, we identified patterns in responses and two themes. Black girls saw the event as a failed social transaction requiring relationship repair. Black boys saw the dilemma as individual risk taking that could result in punishment. We consider these themes within an intersectional framework and compare them to the more familiar gendered framework used in research. Our findings provide insight into how Black adolescents think about SH and suggest entry points for culturally responsive social and emotional learning (SEL) curricula.

中文翻译：

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黑人青少年对违法者、受害者和旁观者的看法：思考性骚扰困境

关于青少年对性骚扰（SH）的看法的研究很少，关于黑人青少年的看法的研究更少。我们聆听黑人学生大声思考假设的 SH 困境。参与者是自认为是黑人或非裔美国人的七年级学生（N = 21，10 名女孩，M = 13.2 岁，SD = 2.9）。我们提出了一个假设的困境，一个男孩不顾女孩的要求，继续触摸她。参与者被要求从每个角色以及他们自己作为旁观者的角度出发。通过反思性主题分析，我们确定了响应模式和两个主题。黑人女孩认为这一事件是一次失败的社会交易，需要修复关系。黑人男孩将这种困境视为个人冒险行为，这可能会导致惩罚。我们在交叉框架内考虑这些主题，并将它们与研究中使用的更熟悉的性别框架进行比较。我们的研究结果深入了解了黑​​人青少年如何看待 SH，并为文化响应式社交和情感学习 (SEL) 课程提出了切入点。