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In this paper, we draw upon a qualitative study to investigate how black teenage girls interact with digital spaces to provide both capacities to express and constrain sexuality. Following a new feminist materialist approach, we demonstrate girls' experiences of sexuality as embedded within a complex entanglement of matter (both human and more-than-human) that produce capacities, mediating what girls can do, feel or be on social media. Specifically, we conceptualize girls' experiences within a 'techno-sexual' assemblage of bodies, things, ideas, social media applications, videos and pictures to illustrate how ideals of heterosexuality are connected to an affective flow of matter that creates vibrancy, permitting capacities and constraints. Firstly, we show how girls' entanglement with celebrity and media culture, sexy selfies, and videos through digital affordances unlocked agentive capacities for the experience of heterosexual desire. Secondly, we illuminate how the assemblage generated restrictive capacities for girls who did not ascribe to heteronormative and racialized ideals of beauty through objectification and online sexual harassment. We argue that a recognition of this online micro-political space remains a vital part of gender transformative interventions. [ABSTRACT FROM AUTHOR]

How do American men's attitudes about masculinity differ across intersections of race/ethnicity, immigration status, and education? This paper uses the NSFG 2011-2019, a large survey (n = 17,944) representative of American men aged 15-44. It analyzes white men; Black men; non-immigrant Latinos; and immigrant Latinos, with each broken down by less than a bachelor's; a bachelor's degree; or an advanced degree, for a total of 12 intersections. Most differences between men of different races/ethnicities/immigration statuses were between men with less than a bachelor's. Several groups were more conservative on some attitudes but not others. For instance, among men with less than a bachelor's, white men were more conservative than Black men regarding an attitude about going to the doctor, but less conservative than Black men on attitudes about showing pain or men's sexual needs. Additionally, the attitudinal differences that emerged were distinct for different levels of education. Among men with less than a bachelor's, most significant differences emerged regarding the attitudes about going to the doctor and men's sexual needs. In contrast, among men with a bachelor's, most differences emerged regarding the attitude about showing pain. Among men with the same racial/ethnic identity and immigration status, men with lower levels of education were more likely to endorse conservative attitudes about masculinity. All three intersections are meaningfully related to attitudes about masculinity, and future research about masculinity attitudes should not analyze social identities/statuses separately but rather as they intersect with one another. [ABSTRACT FROM AUTHOR]

This paper examines how gender, age, education, income, race, and ethnicity affect giving behaviors using the 2006 US Consumer Expenditure Survey. The testable hypotheses are based on theories of human capital and social capital. The research suggests that gender differences in philanthropic behavior are non-existent. Education, annual income, wealth, and being Hispanic increase the probability of giving, but they had no effect on the amount gifted. It is estimated that age and race interact with gender to affect differences in giving – older women are more likely than younger men to donate but give smaller shares of their income, while white women, black women, and Asian women are less likely to donate and give smaller amounts than men of ‘other’ races. [ABSTRACT FROM PUBLISHER]

This paper explores the representation of the hero in the 1935 Hitchcock classic "The 39 Steps." The film, while drawing on the original adventure story of "The Thirty Nine Steps," adopts a modernist sensibility in its cinematic depiction of technology and its representation of a bantering heterosexual couple. However, this does not displace the gendered, classed and racialised role of the hero. I examine the construction of the hero via discourses of masculinity, linked to the notion of the flâneur, that is, the right of the male hero to wander, gaze and appropriate different space and place for his own use. Hannay, as the hero, also has the correct credentials of class and "race." This permits him a particular imperialist position which allows him the right of disguise and dissimulation. This freedom assures him a final bourgeois romantic union, consolidating his position as the hero. The role of the hero is one that is not available to women, who are either punished or only permitted to take up the role of heroine, the complementary and lesser partner to the hero. [ABSTRACT FROM AUTHOR]