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In the present study, the purpose is to present a pedagogical tool for sorting gender-related reasoning relevant to discussions about sexual harassment, as well as to highlight and clarify the pedagogical implications that a certain basic assumption entail. This pedagogical tool is applied to two female high school students’ stories of experiences of sexual harassment during their time in primary and secondary school. Three different explanation models are used in the analysis. These are named ‘with gender differences in focus’, ‘with the genderneutral individual in focus’ and ‘with gender norms in focus’. When gender differences are emphasized, the implication is that boys are ruled by their biology and therefore they cannot be responsible for their actions. If gender neutrality is stressed, the consequence is that sexual harassment cannot be linked to a specific gender. Instead, it is the specific situation or the individual that is the triggering factor. When gender norms are in focus, sexual harassment can be understood as something that young men in groups use to strengthens and affirm masculinity in a heteronormative order. Some of the explanation models may facilitate and others may complicate the work of counteracting sexual harassment. [ABSTRACT FROM AUTHOR]