Internalization as a mediator of the relationship between conformity to masculine norms and body image attitudes and behaviors among young men in Sweden, US, UK, and Australia

We examined whether internalization of sociocultural body ideals mediated the relationship between conformity to masculine norms and drive for muscularity, leanness, and thinness in a sample of males from Sweden, US, UK, and Australia. Over six hundred young men [n=142 (Sweden); n=192 (US); n=141 (UK); n=160 (Australia)] completed an online survey that included assessments of masculine role norms, body image, and internalization of sociocultural body ideals. Path analyses confirmed internalization as a mediator between greater conformity to masculine norms and body image measures (drive for thinness, desire for leanness, and desire for muscularity) across the sample. However, significant cross-country differences in the strength of these mediation effects were found. Mediation effects among US, Australian, and Swedish males were comparable, whereas these effects were weaker in the UK sample. Findings confirmed the importance of internalization of sociocultural body ideals in the tested models.

“And yet we are still excluded”: reclaiming multicultural queer histories and engaging with contemporary multicultural queer realities

In this chapter, we contend that reclaiming multiculturalism entails engaging with and including sexual and gender diverse histories, heritages and contemporary realities. We explore the ongoing dilemmas, concerns and strategies in placing “multisexuality” and “multigender” on the “multicultural” agenda in Australia, particularly in relation to policy development and research. We discuss how “reclaiming multiculturalism” and the promotion of “global citizenship” requires a reclaiming of multicultural queer histories and heritages, achieved through decolonising research projects, postcolonising socio-political activist networks, and publications that engage with multiplicity in identities and communities, or “multiple lifeworlds”.

Pathways, race and gender responsive reform: through an abolitionist lens

In this article we take stock of a recent moment in penal history in Victoria, Australia, where agencies have implemented gender responsive policies to address the disproportionate growth in women’s prison numbers, and in particular the overrepresentation of women constructed as ‘culturally diverse’. We draw upon abolitionist and intersectional frames to provide a theoretical critique of this political event. Our analysis extends beyond the unitary frame of gender, which has until recently dominated critiques in this area, to highlight the ways in which racializing logics are reproduced through such policies and practices. We explore the implications of the adoption of the criminological notion of pathways through the language of liberal feminist reform, which signifies a reinvestment in the myth of individual rehabilitation. The consequences of these discursive practices include the reproduction of pathologizing and risk-focused practices that can only yield more racializing, interventionist and expansionist responses within correctional spaces.

The "Sensory Deprivation Tank": an interpretative phenomenological analysis of men's expectations of first-time fatherhood

Few studies have investigated expectations of fatherhood in men without children, and none within the age bracket most often associated with new fatherhood. Therefore, the objective of this qualitative study was to gain in-depth understanding of young men's beliefs and perceptions of that role. Interpretative Phenomenological Analysis (IPA) of interview transcripts identified 3 key themes: The contemporary model father, perceived threat to life as we know it, and, the central theme, an unforeseeable future. Analysis revealed that while participants held broad expectations to be emotionally and physically involved as well as economically responsible fathers, their views often lacked specificity, consideration of meaning, and practical notions about how expectations could be fulfilled. We explain the lack of development in men's conceptualization of fatherhood across emerging adulthood through hegemonic masculinity, identity theory, and life course perspectives. The current study provides a rationale for promoting increased discussion around fatherhood in the preconception period to help lessen the turbulent nature of men's transition through pregnancy. (PsycINFO Database Record

Barroom aggression among Australian tradesmen: associations with heavy episodic drinking, trait aggression, and conformity to masculine norms

Objective: Past research associates heavy episodic drinking (HED), trait aggression, and conformity to masculine norms with increased risk of barroom aggression (BA) perpetration by men. Such studies have mostly employed university samples, limiting the generalizability of these findings to other male groups. This study assessed the association of HED, trait aggression, and masculine norms with BA perpetration in a sample of male tradespeople. Method: Australian tradesmen aged 18–35 years (N = 221, Mage = 21.92, SDage = 4.08, 81.5% apprentices) completed an individual interview at their place of work or training, assessing past-month HED and past-year verbal and physical BA perpetrations, as well as the short Buss-Perry Aggression Questionnaire and items from the Conformity to Masculine Norms Inventory-46. Results: Participants reported high levels of verbal (35.1%) and physical (27%) BA perpetration. Negative binomial regression analyses found that HED, trait aggression, and Winning, Risk-taking, and Playboy norms predicted increased risk of both verbal and physical BA perpetrations, while Violence was negatively associated with verbal BA perpetration. Conclusions: Trait aggression was the strongest predictor of both verbal and physical BA perpetrations. Dispositional aggression, HED, and norms endorsing competitiveness, risk-taking, and promiscuity increase the risk of male tradespeople engaging in BA.

Putting families of origin into the queer picture

Gay, lesbian, bisexual and transgender (GLBT) individuals have been socially constructed as “family outlaws”, but in relation to partnership and parenting, far-reaching changes have taken place in the last decades, and research has kept an attentive eye on these changes. This chapter introduces the issues regarding families of choice and families of origin. It also introduces the chapters in the book that present research on families of origin and shifting discourses and constructions of family. It also suggests directions for future research and critical thinking.

Social media bodies : revealing the entanglement of sexual well-being, mental health, and social media in education

While media and youth research reveal the intersectionality of young people’s sexual well-being, mental health, and social media practices, little attention has been paid to how this entanglement is addressed in education. Pedagogy that is not informed by a nuanced and interconnected understanding of young people’s everyday experiences of sexual well-being, mental health, and social media is likely to be ineffective and inadequate. I describe a workshop activity with young people experiencing mental ill health that uses bodies as a metaphor for social media, allowing participants to reveal and discuss their experiences, attitudes, and values through dressing up and illustrating “social media bodies.” I outline three themes that arose from the workshops: revealing and destabilising affordances, the spatial and temporal affordances of social media, and young people’s affective relationships through and with social media, and advocate for an intersectional approach to sexuality education, one that is necessarily complex and ambivalent.

Teacher stories of collusion and transformation: a feminist pedagogical framework and meta-language for cultural gender justice

This article examines data from two different studies concerning issues of social justice, gender and schooling and specifically the practices of secondary teachers, ‘Mr B’, a teacher from a school in Tasmania, Australia, and ‘Mr C’, a teacher from a school in Bedfordshire in the United Kingdom. Both teachers’ practices and relationships with students are analysed within a feminist interpretation of the Productive Pedagogies model of quality teaching and learning. The two different stories are presented as juxtapositions that serve to illuminate the capacities of pedagogy to, on the one hand, work in ways likely to re-inscribe the discourses of entitlement and privilege that perpetuate cultural gender injustice, and on the other, transform these discourses towards more equitable and just networks of multiple and intersecting differences.

Boys, productive pedagogies and social justice

The issue of boys' education continues to dominate the gender agenda in Australian Education. Whilst concerned with the direction much of this debate has taken, we recognise that there are issues for some boys stemming from the ways in which certain masculinities have been valorised within the various communities that different boys inhabit. This paper will draw on a range of voices from schools to stress the importance of providing boys with curricula, pedagogies and assessment tasks that provide them with opportunities to explore and critically analyse their personal experiences of what it means to be 'masculine'. We argue that such an approach to boys' education has to avoid treating boys as 'disadvantaged' and instead has to be cognisant of the complexities surrounding gendered relations of power operating within boys' various communities. We suggest that the productive pedagogies framework provides an avenue through which such an approach to boys' education can be taken up in schools. We are mindful, however, that the gender just enactment of this pedagogical framework requires that teachers draw on key threshold knowledges about gender, masculinity and schooling. We present some of these knowledges and demonstrate their imperative in moving beyond reinscription to transformation of the gendered relations that constrain boys' and girls' schooling experiences.

The Secret Garden and the gaze

Frances Hodgson Burnett's The Secret Garden (1911) suggests that acts of looking are seminal to the communication of ideals surrounding gender in the text. The acts of looking – which this paper refers to as the gaze – to which Mary Lennox introduces her cousin Colin Craven direct him toward a model of masculinity characterised by its emphasis on power but, in doing so, disempowers her in her agency in the story.

Beyond the habits of punishing, criticising and nagging : fostering respectful and socially just student relations using critical pedagogies

This chapter presents a pedagogical approach to fostering respectful and inclusive student relations. Rather than a narrow focus on managing or controlling students, this approach enables a broad and located view of student behaviour that seeks to develop and extend students' understandings of themselves and others. A key premise here is that many 'misbehaviours' in classrooms are associated with issues of identity and power and, in particular, the ways in which conventional classrooms and teacher-student relations tend to render students with little power or agency. Acting out or against this positioning as a means of asserting a sense of power or legitimacy is often at the root of disruptive or harmful behaviours. Thus, it is contended here that beginning to transform such behaviours necessitates an environment where students are accorded a voice and where they are supported to reflect critically on issues of power and identity in connected and meaningful ways. The chapter explores these issues with reference to the practices of 'Rachel', the deputy principal of a working-class secondary school in Queensland. Her practice is theorised drawing on the Productive Pedagogies model - a model designed as a meta-language for teachers to reflect on ways that they can integrate social justice issues within, rather than separate to, the pedagogical process. Given that boys continue to perpetuate the lion's share of disciplinary transgressions in schools, the focus in this chapter is on issues of masculinity.