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Considerable research has demonstrated the presence of masculine norms in outdoor adventure education. The resulting values and practices function to ostracize or devalue women leaders, a dynamic that often goes unnoticed by men in the field. Although women's and men's perspectives on their experiences have been studied, to date no research identified by the authors has compared the perspectives of a man and woman leader on the same outdoor excursion. The current research aims to address this gap. Two leaders on a university-sponsored excursion used a comparative autoethnography approach, each journaling about their experiences on a 13-day flat water backcountry canoe trip. The two leaders subsequently performed analysis collaboratively to consider themes arising from the comparison of the two journals. Despite awareness and desire to actively combat gender norms, both leaders performed their gender in ways that adhered to stereotypes. Multiple hegemonic masculine norms were evident in the man's performance, possibly affected by the group composition. Greater critical self-reflection or training is required, particularly for men in outdoor adventure education contexts, to avoid reproducing harmful masculine norms. These results come despite participants' awareness of such norms and professed efforts toward gender equity.

The current research investigated the endorsement of hegemonic masculinity, sexism, and homophobia, and the perceptions of discrimination, among samples of heterosexual male and female, and LGB students who had entered into traditionally male-dominated and female-dominated fields of study. Specifically, students from vocational and educational training in Swiss upper-secondary schools were recruited. Results revealed that adherence to hegemonic masculinity, sexism, and homophobia is higher in male-dominated fields of study (vs. female-dominated). Furthermore, heterosexual female and LGB students enrolled in male-dominated fields of study have been found to experience and anticipate more discrimination than heterosexual male students. Implications of these results are discussed.

In Australia coeducation dominates government schooling, with single-sex institutions usually being the preserve of selective government schools and private, often elite, institutions. For marginalised young people who 'drop out' or are forced to leave the coeducational mainstream system, flexible and/or non-traditional schools provide alternative pathways. Such schools are primarily coeducational. This paper draws upon data from two flexible/non-traditional schools in Australia that attempted to address the issues of educational disengagement via the provision of single-sex schooling: Fernvale Education Centre and Lorem School. The data are insightful with regard to these two very different gender and education paradigms and to their associated discourses about masculinity and femininity. The paper will identify the ways in which these schools both reproduce and challenge dominant constructions of gender within the context of responding to disenfranchised/disengaged young people.

Despite some progress towards gender equality in Western societies, traditional gender norms still shape career choices, perpetuating a gender gap where girls are more likely to pursue traditionally feminine fields like healthcare, elementary education, and domestic roles (HEED), while boys are drawn to masculine domains such as science, technology, engineering, and mathematics (STEM). This research investigates whether, and under which conditions, the perception that gender norms are progressively changing towards less gender dichotomy can reduce this gender gap in academic fields. We recruited a sample of 642 high-school students (394 women and 248 men), and experimentally manipulated both the salience of changes in gender norm (stability vs change) and participants' gender prototypicality. The main dependent variable was participants' interest in stereotypically feminine (HEED) and masculine (STEM) academic fields. The results indicated a slight decrease in the gender gap for stereotypically feminine fields (HEED) among participants who saw themselves as typical members of their gender group, but no significant change was observed for stereotypically masculine fields (STEM). These findings suggest that shifting perceptions of gender norms may have a limited effect on modifying traditional educational and career choices, underscoring the resilience of entrenched gender stereotypes.

A growing body of literature shows that adherence to some aspects of Western masculinity norms, including the suppression of emotional vulnerability, avoidance of seeking support from others, and exaggerated physical toughness, is associated with poorer psychological and social outcomes. While existing research suggests that parental gender beliefs and caregiving behaviors might influence the development of children's gendered behaviors, little is known about the developmental origins of individual differences in adherence to masculinity norms. The current study aims to address this gap and presents a longitudinal investigation of how parental gender beliefs and maternal sensitivity during infancy contribute to children's adherence to masculinity norms during middle childhood. Data were drawn from a mixed-method 9-year longitudinal study of 374 urban Chinese families (48.40% with daughters). Parental gender beliefs were assessed at 24 months, maternal sensitivity was assessed with mother-child interaction observations at 14 and 24 months, and children's self-reported adherence to masculinity norms were assessed at age 10 years. Results indicate that while parental gender beliefs had no associations with children's adherence to masculinity norms, maternal sensitivity predicted children's adherence to masculinity norms ([beta] = -0.18, p = 0.008) above and beyond parental gender beliefs and parental education level; moreover, there was a significant interaction of sex on the effect of maternal sensitivity on children's adherence to masculinity ([beta] = -0.23, p = 0.025), and the association was significant only for boys.

How individuals come to perceive themselves in STEM is predicated on their understanding of what it means to be a member of the STEM community. This association is consequential when considering the perpetuation of white male ownership of STEM knowledge and power that forces learners identifying with groups systemically marginalized by racial and gender discrimination to adopt particular norms, values, and behaviors to gain recognition. In effect, these expectations help to maintain masculinized Discourses as STEM professionals are encultured to apply the same recognition criteria to which they were judged themselves. We examine how these Discourses are maintained even as learners who identify with groups that carry histories of systemic marginalization by racist, sexist, and elitist practices gain access to STEM communities. Specifically, we explore how university STEM students attending a Hispanic Serving Institution in the United States articulate gendered expectations of STEM membership through their characterization of themselves and others as (not) STEM people. Drawing from theories in Discourse, social identity, and feminist critiques of science, we describe how students implicitly recognize STEM identity in gendered ways. We discuss how our findings illuminate the mechanisms by which STEM recognition is afforded by pointing to its dependence on masculinized displays of STEM performances, competence, and interests, leading to a cycle of marginalization as learners are encultured to perpetuate existing STEM Discourses in their recognition of others. We discuss research implications for measurements of STEM identity that do not account for gendered Discourses and offer practical implications for the design of learning experiences that co-opt existing Discourses to inoculate gendered perceptions of a STEM person prototype. Lastly, we present a case for elevating the role of maternal caregivers and family immigration histories in STEM identity construction.

Young Black and Latino men transition from high school to 4-year universities at rates considerably lower than their peers. College-going disparities by gender are partly influenced by young men's constrained access to social capital in high school. This research explores how gendered inequalities in social capital arise for college-aspiring seniors at an urban high school. The data suggest that young men were more reluctant than their young women to "ask for directions" on their way to college because they were concerned about being perceived as bothersome, and they believed their social disadvantages were insignificant. Young men who were in contexts that allowed them to overcome these challenges successfully collected important college-going social capital. These findings can support researchers and practitioners who seek to expand college access in marginalized communities.

Identity, as important focus of psychosocial development, are closely related to self silencing and gender roles. Identity development is different in two genders and studies on young women in terms of identity development is limited. Being a part of a formal education or not is also important in identity development as well. Therefore, in this study, it is aimed to investigate the effects of gender roles and self-silencing on identity functions in women. Another purpose of this study is to examine whether the identity functions of women with and without university education differ. 269 young women from vocational training courses and 234 young women from universities participated in the research. Functions of Identity Scale, Silencing the Self Scale, Bem Sex Role Inventory, and demographic information form were utilized to women in a both individual and group session. According to Structural Equation Modelling results, gender roles were found directly and indirectly effective through self silencing on functions of identity. Direct relationships have shown that feminine gender characteristics increase self-silence while masculine gender features decrease self silencing. Self silencing also reduces identity functions. Self silencing mediated the relations between gender roles and functions of identity in young women. In addition, according to MANOVA results, functions of identity didn't differ significantly according to education. Finally, the findings were discussed in the context of gender roles and self-silencing in raising the level of identity functions of women considering education context.

This research captures early childhood educators' (ECEs') perspectives when communicating with families about their children's diverse gender expression. Since families and ECEs play a pivotal role in shaping young children's understandings of gender it is necessary to learn more about ECEs' communications with families. The data that informs this paper is derived from a qualitative research study that used semi-structured focus groups with 15 ECEs who work with young children, ages 3-5 years, at licensed early childhood centres in Halifax, Nova Scotia, Canada. The ECEs were invited to participate in two focus group sessions to discuss their experiences after recalling conversations with families whose children identify outside the traditional constructs of masculine boy/feminine girl. One central finding the ECEs observe is the displeasure fathers have when their sons engage in feminine interests, including the affective actions the fathers then take to remove stereotypically feminine coded activities from their sons' lives. This research highlights the need for ongoing early childhood education training on gender diversity to better support non-binary, transgender children, and children from 2SLGBTQIA+ families.

This study documents how hegemonic masculinity is experienced through the lens of five female students registered in an engineering course using a single instrumental case study research contextualised in a national university in Mauritius. It analyses how these relations and interactions are interpreted and integrated in the ways the participants are choosing to 'do gender' reflecting critically on what this reveals about acceptance of and resistance to these gendered cultural norms by aspiring women engineers. Interpreted from the lens of gender regimes (Connell 2002), the findings indicate how male students legitimised their power by foregrounding the physical inadequacy of their female classmates, the cultural barriers associated with the rough vocabulary of builders which are certain to cause discomfort to female engineers, and the physically strenuous working environments, all of which are designed to assert a male reading of what engineering work is about. What is, however, also evident is the acceptance of these views by some female participants who feel compelled, to accept 'male help' designed to enforce some form of control and superiority. 'Beating the boys' on their own preferred terrain of abstract thinking appears to be a way for some participants to level the field despite against attempts to represent engineering knowledge as 'male', and only allowing privileged female students to access such understandings is a common gatekeeping exercise endorsed by male classmates. Contribution: This study shows the deep transformations that need to be brought about in higher education settings, particularly in small island contexts where the dominant culture is often silently resistant to progressive equality agenda.

This qualitative media study, undertaken within an interpretative research paradigm, aims to expand our knowledge of sexual violence perpetrated against learners in South African public and private schools. Due to ethical, normative and methodological barriers surrounding research on sexual violence in schools, South African English language newspapers were used as data source. The SA Media database was utilised to identify 153 relevant newspaper articles published in the period of 1 January 2020 to 31 December 2022. Themes were identified by means of qualitative content analysis. The findings shed light on the extent of sexual violence in schools, the acceptance and normalisation of teacher-on-learner sexual violence, the exploitation of learners' academic and athletic aspirations by teachers and coaches, and the imbalance of power and consequent abuse of power in a country where hegemonic masculinity prevails. Moreover, the study found teachers, coaches, caregivers, taxi drivers and fellow learners to be perpetrators of sexual violence. The study also highlights the negative effects of sexual violence on the victims' academic, mental, physical and social wellbeing. Drawing on Galtung's typology of violence, three dimensions of violence, namely personal or direct violence, indirect or structural and cultural violence were identified. This multidimensional interpretation emphasises the need to address this scourge on direct, structural and cultural levels.

Boys have been identified as the main perpetrators of school violence and bullying, evoking debates on masculinities. However, boys are not always the active producers of violence. This article examines the ways in which primary school boys who otherwise denounce violence explain their participation in it. The data draw from a more extensive qualitative study that focuses on the experiences of school violence among boys at a primary school in KwaZulu-Natal. The study sample comprised a group of thirteen Grade 7 boys. The primary method of data production was through semi-structured individual interviews. The study draws on theories of masculinities that regard them as multiple, fluid and socially constructed. The findings show that although the boys in the study condemned school violence, many could not escape being part of it. As boys, they felt compelled to protect and defend themselves, their families, girls and their friends. In their efforts to resist and mediate violence, they often resorted to violent methods as part and parcel of their masculine constructions. This article argues that it is necessary to focus on boys' perspectives and to shift the focus on violence from problematic individual behaviour to an understanding of the complex social and cultural contexts within which they navigate the everyday world of school. Towards this end, the conflicting implicit and explicit demands on boys sustained through social and institutional structures must be reworked.

In the field of physics education research, numerous studies have been dedicated to investigating the relationship between gender identity and physics learning. However, these studies have predominantly employed binary gender measurement methods, which may limit the range of research questions that can be explored and impede the discovery of crucial insights. In this study, we adapted gradational measures from prior research to investigate students' self-identified femininity, masculinity, and androgyny, as well as their reflected appraisal of femininity, masculinity, and androgyny (i.e., perceptions of how others perceive them) in both algebra-based and calculus-based introductory physics courses. The use of gradational measures revealed significant variation in students' self-identified femininity, masculinity, and androgyny within the binary categories of women and men, providing new insights into gender dynamics in physics. We found that self-identified women in the calculus-based courses, where they are underrepresented, tend to perceive themselves as more masculine and less feminine than how they believe others perceive them. Similarly, students of color are also more likely than White students to perceive themselves as more masculine than they believe others perceive them. Using structural equation modeling, we found that students' gender stigma consciousness plays an important role in mediating the effects of identifying as women and students of color on the observed discrepancies. Additionally, we found that women also exhibit a tendency to perceive themselves as more androgynous than they believe others perceive them in both algebra-based and calculus-based physics courses, and this phenomenon is also related to gender stigma consciousness. Moreover, our analyses revealed that students in the calculus-based courses tend to have a higher level of gender stigma consciousness even after controlling for gender and race. Our findings underscore the potential of gradational gender measurements in deepening our understanding of gender-related issues in physics education, shedding light on the complex interplay between students' gender identity, perceptions from others, and their educational experiences in the field.

This paper illuminates how teachers are influenced by age, gender and sexuality in teaching about sex and relationships. In this analysis grounded in feminist theory, age, gender and sexuality are considered to be enacted as doings. Six interviews with teachers working with sexuality education in K-12 schools in Sweden were chosen from of a larger body of material consisting of 21 interviews with professionals engaged in school-based sexuality education. The six interviewees were selected because they explicitly addressed how teachers' age, gender and/or sexuality come to matter in the classroom. Findings show how male and female teachers organise their teaching in relation to normative expectations of age, gender and sexuality. In sexuality education, the diverse life-courses of (hetero)sexual women offer a wide range of pedagogic possibilities for female teachers to address issues of sexuality, consent and relationships whereas male teachers are constrained to doing safe(r) forms of masculinity by directing attention away from their bodies and experiences. In understanding these results, I argue that the figure of the "tant" has been key in forming the pedagogic backdrop to Swedish sexuality education, hence embedding a normative 'who' in the 'how' to teach sexuality education.

This research is the first to provide insights into the experiences of gay men studying a university degree in Physical Activity and Sport Science (PASS) in Spain. Drawing on Bourdieu's categories, one-to-one semi-structured interviews were conducted with 11 PASS students and ex-students that were subsequently studied through deductive-inductive thematic analysis. Our findings show the PASS context to be a heteronormative, masculinised and cisgender social field. Male homosexuality was almost invisible except when antigay language was used. Considering this environment, most of our interviewees chose to remain in the closet, which contributed to low levels of wellbeing and high levels of stress and anxiety. However, the few students that chose to come out experienced relief and felt included by some of their classmates and by staff. Discussed are key aspects of the dominant culture in PASS faculties and the repercussions for the mental health and wellbeing of gay students. Our research also provides new insights into the nature and prevalence of microaggressions regarding sexual orientation that will help PASS and university management develop specific strategies and programmes to foster inclusivity.

This study investigates how bullying and banter are conceptualised and rationalised by those in male adolescent community football. The authors employ a social constructivist, interpretative phenomenological analysis approach using qualitative, semi-structured interviews. These methods explore the meanings behind the perceptions and experiences of male players (N = 8, M age = 15.4) and coaches (N = 4, M age = 39). Evidence demonstrated that intent was not synonymous with bullying and that bullying and banter behaviours are highly ambiguous depending on the shared understanding of learned barriers despite participants concurring with most aspects of the definitions. Moreover, banter and bullying behaviours in community football have been experienced by participants, with acts being rationalised through moral disengagement and hypermasculinity. The research indicates that although bullying and banter are conceptualised similarly to popular definitions, concrete definitions may be limited due to the fluid nature of bullying and banter and the influence of shared social understandings. Additionally, the findings gathered show bullying and banter being experienced and rationalised in male youth community sport through moral disengagement and masculinity. The implications of these findings for safeguarding players and coaches in community football are discussed.

This paper explores the ways in which working-class boys negotiated the content and delivery of physical education at a 'typical', white working-class secondary school located in the north of England. The study utilised a quasi-ethnographical case-study design conducted over a non-continuous three-month period involving covert and overt participant observation, guided conversations, and group interviews. A total of 48 key stage 4 (Year 10 and 11) male pupils were selected to take part in eight focus groups following the observation of approximately 340 key stage four (KS4) pupils in PE lessons. The data revealed that the vast majority of these male pupils arrived at the school with a narrow sporting repertoire as result of the upbringings and lifestyles made up of 'traditional' working-class activities such as football and fishing. Their strong predisposition for recreational involvement in these activities impacted directly on what the young males would, and could, do during PE at school and in this way were able to influence (to lesser and greater degrees) the content and delivery of their PE experiences. The findings of the study, therefore, go some way explaining how PE in many working-class secondary schools may come to influence the long standing, class-related adult participation anomalies that continue to exist in the UK.

Within the social imaginary of Australia's dominant 'White' culture, ethnic minority men, particularly Muslim men, are often depicted as 'folk devils,' resistant to the cultural norms of mainstream society. Muslim masculinities have been problematically conflated with notions of radicalisation, terrorism and violent extremism. There has been decidedly less attention to Muslim men's acclimatisation to the secular mainstream. This article presents a longitudinal case study of two second-generation young Australian-Muslim men who have attended an Islamic secondary school and spent most of their lives within a cloistered Islamic community. We document their experiences and aspirations as they come to be in higher education. The article considers the discursive production of identities of these men during a liminal time in their lives and how they construct their identities in relation to familial and community-based expectations around success and failure.

This study employs a critical feminist perspective to investigate the experiences of male primary school student teachers in practicum schools in China. It aims to delve into and bring to light the intricate challenges they face when navigating their gender and professional identity. The findings reveal that the prevailing discourses surrounding primary school teacher professionalism, cultural perceptions of masculinity in China, and the scarcity of male teacher peers collectively influence the male student teachers' negotiation of their gender and professional identity. The study proposes the adoption of a more inclusive and culturally responsive pedagogy within teacher training programmes, with the recognition of teacher training as a means to attain long-term gender equality.

The COVID-19 pandemic altered the ways that college men experience, interpret, and understand their perceptions of masculinity. This qualitative, phenomenological study explores the lived experiences of 28 second- and third-year men students. Three primary themes emerged from the analysis: navigating and adjusting to change; managing social reentry; and redefining masculinity. These findings provide insight into how the pandemic served as a catalyst for evolving definitions of masculinity and gender expectations on campus.

This phenomenological study explores Black male students' lived experiences with racial microaggressions and the subsequent perceptions of their mental health while attending a predominately white institution (PWI). Data is collected through a focus group and semi-structured in-depth interviews with 15 Black male participants from a northeastern public university. The mendacity of systemic racism in juxtaposition to the intersectional identities of Black male students is analyzed from a Critical Race Theory framework. With the findings, I bring attention to Black masculinity and argue that daily encounters with microaggressions impact the mental health of Black male college students. Due to the construct of gendered racism, I argue for culturally responsive mental health care to support the emotional health and well-being of Black male scholars at PWIs. The objective of this article is to recognize the resilience and vulnerabilities of Black men while honoring their voices as they persist to pursue academic excellence.

Recruiting cisgender, heterosexual young men for research participation can be a difficult endeavour. This is more challenging with qualitative research studies that require substantial time commitment, or be of a sensitive nature, such as discussions of sex, intimacy, and emotion. These challenges can be amplified with the shift to online data collection procedures due to COVID-19. In this paper I reflect on the process of recruiting cisgender, heterosexual men for a qualitative study on sex and intimacy that relied solely on online advertising during the ongoing COVID-19 pandemic. I build on a critical men and masculinity (CMM) studies framework by considering a 'sex-as-dirty-work' approach which centres the uncomfortable practice of talking about and researching sex. I highlight the success of this approach that counters recommended best practice in getting men to participate. I conclude with a discussion of the implications of this approach, and suggestions for researchers.

Since Uzbekistan gained independence from the Soviet Union in 1991, nationalist discourses have been overtly masculinized, continuing to inform Uzbek males' daily lives. Drawing on ethnographic fieldwork in Uzbekistan, this article illustrates how Uzbek boys' domestic relations contribute to the way they learn to (re)produce masculinities, foregrounding a high degree of agency and utility. The analysis uncovered three themes central to the (re)production of Uzbek boyhood in Uzbek families as a site of informal learning: (1) being helpful through domestic labour; (2) being social through showing hospitality; and (3) being tarbiyali through practising national culture. Through scrutinizing the intersections of gender, education and nationalism, this article concludes by connecting Uzbek boyhood in the domestic sphere and nationalist campaigns fostering masculine hegemony in Uzbekistan's nation building process. Through domesticity -- a contentious concept in feminist criticism -- this article expands our understanding of the (re)production of boyhood in a conventionally feminized space.

This qualitative study investigated the perceptions of masculinity and fatherhood of male school leaders and their perceptions associated with leadership practice. We used purposive sampling to recruit male Israeli school leaders for participation in the study. We collected the data by semi-structured interviews, which we then subjected to thematic analysis. The results indicate that the participants were divided between hegemonic and caring views of masculinity. By contrast, two-thirds of the leaders held an emotional view of fatherhood, and only one-third had an instrumental view. The results shed light also on the perceived connection of leaders' masculinity and fatherhood views with their leadership practice. The findings and contributions of the study are discussed.

Racially minoritized college presidents represent less than 17% of all college and university presidencies in the United States, and less than four percent are Latinx/a/o. This study explored how Latino college president men, a heavily underrepresented group in the leadership pipeline, ascribe meaning to their intersecting identities while navigating systemic oppression within higher education contexts. By applying a hermeneutical phenomenological approach, this study provided in-depth insights into how Latino men make sense of their masculine identities and leadership development. Findings revealed that influential women or mujeres influyentes in the family significantly shape the masculine identity development of Latino men. Furthermore, graduate school education played a key role in socializing Latino men in the field and was an essential step for achieving the college presidency. Additional findings underscored the biases and stereotypes that Latino men overcome throughout their career trajectories. Implications for research and practice are also included in this study.

Introduction: Intimate partner violence (IPV) is a public health problem that impacts approximately one in three women worldwide in their lifetime. The purpose of the study was to explore the lived experiences of women teachers and violence in Kenya. It also explores the intersection between intimate partner violence, HIV risk, and gender inequality. Method: Data were collected through two focus groups of a total of 15 women teachers. We recruited women ages 21-44 from two geographically diverse urban and rural schools. The data were analyzed using a thematic analysis method to identify text themes and meaning patterns. Results: Three contextual experiences emerged: socio-cultural influences of gender norms, masculinity and patriarchy; uneven power dynamics; and institutionalized gender inequality. Discussion: Findings suggest that education alone is not sufficient to end GBV. Comprehensive and gender transformative governmental policy approaches are needed to mitigate GBV in Kenya.

While consent forms part of the Health, Wellbeing and Relationships strand of the New South Wales (NSW) Personal Development, Health and Physical Education (PDHPE) curriculum in Australia, it is not consistently or effectively delivered within schools. The recent e-campaign, "Teach Us Consent" in NSW, drew attention to the alarmingly high rates of sexual assault experienced by young women during their school years or shortly after. The campaign called for mandatory, inclusive and comprehensive consent education in schools. This paper presents research from a case study of an elite, same-sex, Catholic boys' school in NSW, Australia, examining the types of knowledge and attitudes young men and their PDHPE teachers had about sexual consent and the types of consent pedagogies mobilised. Semi-structured, in-depth interviews were conducted with the five male PDHPE teachers, and a focus group was conducted with five Year 11 male students (aged 16-17). The findings highlight that while participants recognised the importance of sexual consent in intimate relationships, consent pedagogies were grounded in individualising discourses of risk, responsibility and care, which rearticulated hegemonic gender norms. Findings from this study contribute to discussions of how schools approach consent education, and the limitations presented by outsourcing relationships and sex education.

Much of the work on body image socialization masks the potentially unique influence of different socializers, yet clearer understanding of socialization mechanisms and ideological context aid intervention efforts. We explored how fathers, female peers, male peers, and adolescent boys themselves produce different levels of internalized appearance-related norms and how these socializer-specific norms differentially relate to wellbeing and beliefs related to gender identity. With a sample of early adolescent boys (n = 260; M[subscript age] = 11.44 years, SD[subscript age] = 0.56, 64% White), we used SEM to investigate relations between internalized norms, wellbeing, and gender beliefs. We found that most boys internalized appearance-related norms, and that boys reported higher levels of norms from themselves than from fathers or peers. Internalized appearance-related norms from different socializers uniquely related to self-esteem, private/public regard of gender, and self-presentation expectations in peer interactions. This relational framework provides unique insights into boys' experiences with their appearance and the role of different socializers.

Men are traditionally portrayed as being successful in sports, and male teachers in physical activities are portrayed as successful teachers. How do female teachers perceive the gender role of kindergarten teachers in early childhood physical activities? Using hegemonic masculinity theory as an analytical tool, semi-structured interviews with female public kindergarten teachers from four cities in Zhejiang Province, China were conducted. The study found that although most Chinese female teachers had traditional gender stereotypes about the role of physical activity teachers in kindergartens, these gender stereotypes were not firmly established. As the questions were contextualized and deepened, thinking about the deeper elements of early childhood physical activity was activated. They did not seem to believe that women were incapable of leading young children in physical activities, nor did they believe that women were not important in ideal early childhood physical activities. By deconstructing the male-only nature of 'hegemonic masculinity', they reconstructed the masculinity that children need in early childhood physical activities and constructed a more equal concept of teachers' gender in early childhood physical activities.

Men of color are not persisting or graduating from college at similar rates as their same-aged peers. This qualitative study seeks to understand how men of color understand and experience college at a rural comprehensive public four-year university on the west coast. This study draws on focus group and interview data from 23 Black, Latino, and Asian American men whose enrollment status at the rural university varied from first-year undergraduate to graduate students. Using the notion of sense of belonging as the theoretical lens, we find that students highlighted the importance of peer groups and the need for vulnerable spaces on campus to explore their gender identity. With the findings from this paper, we aim to help student affairs professionals better understand how to support men of color in rural universities.

This article presents an interview study with seven newly-graduated male teachers in Icelandic compulsory schools. We interviewed them five times during their first two years of teaching. The focus is on the ways in which the gender of the novice teachers mattered in the expectations that they experienced and how these expectations interacted with the professional demands of being a teacher. The interviews reveal that hegemonic masculinity ideas have an impact on the minds of our interviewees as they experienced various expectations, based in such masculinity. The findings also suggest a tension between the expectations of men as natural disciplinarians and the professional induction of learning to become a teacher. Male-specific expectations included that the school as well as parents expected that the students had respect for them on the grounds that they were men. While such expectations gave some a head start with positional authority, it laid a burden on them as novices. Not all of our interviewees fitted the male-specific expectations, which supports the importance of breaking down gendered stereotypes. In recruiting teachers, regardless of gender, we need individuals able to perform professional practices of care and attention to detail in managing a classroom.

There is growing visibility of online 'manfluencers' who espouse extreme masculine ideals and share them with their audiences of boys and young men. Taking this phenomenon as a launch-pad, we join the tradition of research that exposes sexism in schools and theorizes girls and women's experiences of working within and against masculine hegemony. Drawing on qualitative interviews with 30 women teachers in Australia, we suggest the sexism identified in early research endures in schools today, resurrected in part by the ubiquity and influence of one specific misogynist 'manfluencer', Andrew Tate. Employing Connell's hegemonic masculinity, we suggest boys' sexist practices towards their teachers and girl peers forms part of a strategy of gender inequality legitimization, stabilizing and reinvigorating a regressive 'male supremacy'. These behaviours represent a backlash from boys and men who perceive a loss of gendered power in the post-#metoo era and have implications for girls and women in schools.

Latino men hold a contradictory position within patriarchal privilege that offers them advantages yet undermines their racial and cultural capital. Underpinned by Latino feminist masculinities, this phenomenological study explored how participants redefined characteristics of masculinity. This study provides critical insight into how 26 self-identified cisgender men of Latino or Hispanic descent made meaning of their masculinity performance. We offer three prominent findings that illustrate how Latino men deconstructed traditional masculinity and conceptualized an asset-based consciousness: (a) resisting traditional notions of machismo, (b) navigating racial and gendered expectations in academic settings, and (c) challenging cultural and gendered expectations at home. These findings illuminate the identity development process for Latino men as they negotiate their masculinities within different contexts. We provide recommendations for research and practice that encourage further exploration of the nuanced understanding of masculinity and its relation to structures that perpetuate cisheteronormativity, as well as opportunities to further deconstruct masculinity for Latino men.

The 2020 Norwegian national curriculum for primary, lower secondary, and upper secondary education includes a "competence aim" after Year 7 that expects pupils to be able to "investigate how gender, gender roles, and sexuality are presented in music and dance in the public sphere and create expressions that challenge stereotypes." This article reviews four focus group interviews in which music teachers discussed the relevance and application of the new competence aim and their own experiences with gender roles and gender-expansive expressions among their pupils in their music practices. Using analytical tools from the field of discourse psychology, we trace and identify the discursive resources or "repertoires" that music teachers draw on when approaching questions of gender roles, gender identities, and sexuality. While the repertoires in question imply that the teachers hold progressive views about gender identities and expressions, the notion of "ideological dilemmas" enables us to ask whether the progressive attitudes may in fact also work to confirm perceptions of normative, binary gender conformity, hence also delimiting the diversity and freedom of gender expression that the repertoires seem to celebrate. We suggest that a queer pedagogical thinking can offer music teachers tools to address topics related to gender roles, sexuality, and queerness in their music educational practices.

This paper proposes a critical assessment of equality policies from a theoretical standpoint. As an analytical proposal, this idea is exemplified within the educational context of Vocational Education and Training in Spain, specifically in the Region of Valencia. We have analysed Order 85/2016, insofar as it establishes mechanisms that seek to encourage access by women to professional fields which have been historically and culturally masculinised. Our analysis is based on two key questions: Does this policy succeed in increasing the number of women who undertake studies in masculinised professional fields? Is providing access to training sufficient to drive changes in gender relations? To approach these questions, we have reviewed the theoretical framework that gives rise to public policy and performed a comparative analysis of the number of enrolments registered since these mechanisms came into force. Our findings have led us to conclude that not only does this policy fail to fulfil its goal of encouraging women to enrol in certain studies, but its theoretical implications have paradoxically been found to heighten the gender divide.

This article draws from a qualitative study that examines teachers' responses to school-related gender-based violence (SRGBV) in two secondary schools in Burkina Faso. To analyse educators' responses, we apply the lens of hegemonic masculinity and the concept of institutional betrayal to argue that schools justify the subordination of women and perpetuate SRGBV rather than protect vulnerable individuals. We contend that despite having a strong legal framework and official reporting mechanisms, oppressive systems of gender relations (gender regimes) in secondary schools in Burkina Faso (re)traumatize victims and women teachers, or whistle-blowers. Furthermore, we find that gender regimes in schools function to exploit women teachers' labour: women teachers are tasked with addressing SRGBV while they simultaneously experience institutional gaslighting and devaluation of their efforts. This research contributes to discussions on how social norms and gendered institutions impact SRGBV policy implementation and teachers' abilities to make transformative change.

Increasing rates of gender-based and sexual abuse, coupled with a rise in misogynistic influencers online, have become a growing issue in UK and Irish schools. This paper reports on the findings of a post lockdown study in England and Ireland that piloted workshops on gender-based and sexual violence. While most student responses were positive, we found that roughly 10% of girls and 20% of boys were resistant. In this paper, we explore these critical responses, focusing specifically on male resistance. Our findings indicate that new strategies, which avoid the concept of 'toxic masculinity', are needed to help boys move from defensive to empathetic engagements. We also find that the neoliberal, meritocratic ethos of many schools has fostered a problematic framing of gender-based violence as gender neutral. We conclude that it is vital to adopt an intersectional, whole-school approach to educating about sexual violence, which acknowledges male victimhood, while also emphasizing gendered privileges.

This article focuses on the concept of masculinity as violence and how hegemonic masculinity ultimately serves as a secondary form of violence among men who survived sexual violence in college. I used Jackson and Mazzei's concept of "thinking with theory" framing both hegemonic masculinity and administrative violence as theoretical frameworks to understand how masculinity as violence mediates these college men's lived experiences. This study was a secondary analysis of interview data from 15 cisgender and transgender men who survived sexual violence during college between 2005 and 2015, using a qualitative collective case study approach. Findings included: (1) the inevitability of masculinity as violence; (2) masculinity as violence and its impact on coping; (3) the shame, fear, and frustration of masculinity as violence; and (4) systemic administrative (masculine) violence in higher education.

Examinations of fraternity life have infrequently analyzed the interconnections between the focus on leadership attitudes and that of members' adherence to masculinities. In this critical quantitative study, the authors sought to comprehend how conforming to gendered norms often associated with historically white masculinities informed relational leadership attitudes for fraternity members. Using data from 3,136 participants in a single national historically white men's social fraternity, results from an ordinary least-squares regression analysis revealed that emotional control, self-reliance, and power over women had negative associations with the relational leadership orientations of fraternity men. Additionally, risk taking and primacy of work had positive associations with a member's relational leadership orientation. Finally, those who identified as queer were less likely to adopt a relational leadership orientation, a result the article unpacks considering the gendered and heteronormative contexts of fraternities. It then provides recommendations for future research, as well as implications for practitioners.

Defining leadership and student leader identity often brings a complex and complicated reality for Black students in higher education settings. Leadership identity, models, and practices are often grounded in Whiteness, heteronormativity, and cis-heteropatriarchy, which causes complex ways of understanding leadership. Thus, the purpose of this research is to explore how Black gay, bisexual, and queer men (BGBQM) redefine leadership as resistance and nuanced activism within Black male1 initiatives (BMI) and Men of Color (MoC) mentorship programs, given their Blackness and queerness identities. Using arts-based research (ABR) methodology, this research explores the following research questions: (1) How do BGBQM define masculinity and queerness and (2) how do BGBQM experience and enact nuanced activism in challenging heteronormativity and cis-heteropatriarchy in BMI and MoC mentorship programs? Findings are presented in a podcast script format to illuminate how these men center queerness and femininity, while challenging hegemonic masculinity and heteronormative notions of leadership engagement and development within BMI and MoC mentorship program settings.

Students who seemingly do not fit the masculine ideal of an entrepreneur rarely consider entrepreneurship as a suitable career path due to a lack of identification and perceived feasibility. To challenge the masculinization of entrepreneurship, we drew from contemporary literature on gender role stereotypes to design a course that enables business and management educators to foster entrepreneurial aspirations among all genders. To that end, we introduce and evaluate a variety of pedagogical nudges that help raise awareness of and dismantle the stereotypical beliefs that deem masculine characteristics necessary to succeed in an entrepreneurial career. Results from 122 students and scientists who participated in the course show that these nudges, including the androgynous representation of entrepreneurship and the creation of safe spaces, help participants transform their views on who and what is involved in entrepreneurship. Our discussion underscores the importance of addressing gender role stereotypes in entrepreneurship education as a means to increase the pool of individuals who can identify with the role of a startup founder and to de-bias the allocation of resources in venture creation processes.

In this qualitative study, Michael V. Singh deconstructs how and why Latino men teachers are asked to perform a culturally relevant manhood in the classroom. He looks at the ways these teachers experience and navigate the heteropatriarchal expectations associated with their teaching and gender performance, which are often (mis) framed as "cultural relevancy" and reproduce hegemonic and toxic masculinity. The eleven Latino men in this study described such expectations as coming from teachers and administrators, who positioned them to embody tropes of the macho Mexican patriarch who disciplines unruly boys, and also from students, who sometimes wanted their teachers to perform a Latino manhood admired for its physical and sexual power. The participants also recounted how they navigated these expectations in ways that disrupted and queered the figure of the culturally relevant Latino man teacher. This study deconstructs how and why Latino men teachers are asked to perform a culturally relevant manhood in the classroom.

This study examined vertical segregation in Mongolian public universities, making the formation of the glass ceiling visible. Due to its socialist foundation, the Mongolian university sector has long been masculinized, wherein the two systems of socialism and democracy exist simultaneously, and this coexistence is "clumsy" rather than harmonious. Hence, there are two isolated paths towards investigating gender and leadership practices in this sector: political appointments of senior leadership positions from the government and the collegial type of elections in middle management. This study has focused on the more democratic practices of elections in middle management. The main goal of this study was to define what factors the voters/academics consider when they evaluate the candidates competing for leadership positions in Mongolian public universities. A total of 312 academics from Mongolian public universities participated in the survey. The results indicated that academic leadership positions were seen as more of an academic duty rather than a leadership responsibility. Interestingly, males and politically affiliated academics tended to strengthen the masculinized culture, perpetuating the practice of the "Boys' Club" in academia.

Generating data from small group interviews with 41 boys aged 10-11 years from two London schools in 2022, this paper contributes to the field of gender by introducing a new form of non-hegemonic and positive masculinity, which I am calling 'blended' masculinity, and which was the most common formation in each school. Although its features differed a little in each setting, this blended formulation broadly consisted of orthodox qualities of masculinity (e.g. athleticism, assertiveness, confidence, independence), combined with feminine-associated traits (e.g. kindness, caring, sociability, emotional literacy). I argue that this blended form is different from previous conceptualisations of hybrid masculinity in the gender literature and is more akin to recent conceptions of hybrid femininity. There were no dominant forms of masculinity with hierarchical connotations of superiority, and no hegemony that legitimated unequal relations, with obvious subordination of other masculinities or femininities. Boys and girls generally got on well with each other and there was also no evidence of homophobia or misogyny. The paper also explores notions of peer-group popularity, which was based on a series of resources, and delineates the characteristics of a fictional, 'ideal', schoolboy, whose features and attributes were connected to the different versions of masculinity on show.

Through language, children participate actively in the construction of meanings around sexuality, which is governed unequally according to gender. This article examines the articulation of the social constructions of sexuality and gender with the pictorial and narrative representations of boys and girls from 9 to 11 years of age from four public schools in Barcelona province in the 2020-2021 school year. We used participatory methods, including drawing activities and focus groups. The findings suggest that hegemonic social constructions of masculinity and femininity guide children's practices and narratives about sexuality, (re)producing differences between 'boys' and 'girls'. The desire to fit into these hegemonic models puts pressure on boys to make their genitalia and bodies visible, and talk about sexuality through joking, while female genitalia are rendered invisible, and girls have calm discussions about sexuality. The article shows how children navigate, negotiate, or resist such governmentality and the inequalities that result.