Australia's national men's health policy : masculinity matters

Issue addressed : The development of Australia's first national men's health policy provides an important opportunity for informed discussions of health and gender. It is therefore a concern that the stated policy appears to deliberately exclude hegemonic masculinity and other masculinities, despite evidence of their major influence on men's health-related values, beliefs, perspectives, attitudes, motivations and behaviour.

Methods : We provide an evidence-based critique of the proposed approach to a national men's health policy which raises important questions about whether the new policy can achieve its aims if it fails to acknowledge 'masculinity' as a key factor in Australian men's health.

Conclusion : The national men's health policy should be a means to encourage gender analysis in health. This will require recognition of the influence of hegemonic masculinity, and other masculinities, on men's health. Recognising the influence of 'masculinity' on men's health is not about 'blaming' men for 'behaving badly', but is crucial to the development of a robust, meaningful and comprehensive national men's health policy.

Masculinity theory in applied research with men and boys with intellectual disability

Researchers in intellectual disability have had limited theoretical engagement with mainstream theories of masculinity. In this article, the authors consider what mainstream theories of masculinity may offer to applied research on, and hence to therapeutic interventions with, men and boys with intellectual disability. An example from one research project that explored male sexual health illustrates how using masculinity theory provided greater insight into gendered data. Finally, we discuss the following five topics to illustrate how researchers might use theories of masculinity: (a) fathering, (b) male physical expression, (c) sexual expression, (d) men's health, and (e) underweight and obesity. Theories of masculinity offer an additional framework to analyze and conceptualize gendered data; we challenge researchers to engage with this body of work.

Turning the pages : adolescents, schools and reading

This study focuses on adolescents and reading. My premise is that adolescents develop a reading identity which is influenced by an existent reading culture to which they are exposed. This existent reading culture can be influenced in particular by schooling, family and the opinions of peers. One major influence is the classroom. Within the English curriculum, what criteria do English teachers use for selection of set texts and are there differences in criteria in all-boy/all girl and co-educational schools? I reflected on the prevailing perceptions that relate to gender, masculinity and popular culture which can affect what it means to be a boy, literate, and a reader of fictional texts. My first folio piece examines adolescents’ reading within five secondary schools, including an all-boy school, to ascertain whether boys in single-sex schools read more fictional texts and whether they enjoy reading more than their counterparts in co-educational schools. Authors are frequently invited to visit schools and work with students. My second folio piece investigates author visits in five secondary schools, from the perspectives of English teachers, teacher librarians and cohorts of middle school students. I wanted to find out why schools ask authors to visit and what are the expected outcomes of these visits, particularly in regard to adolescent reading identities. The third folio piece examines authors’ narratives concerning school visits. Authors have certain expectations when working with students and talking about their writing. I wanted to discover how authors think they can provide maximum impact on students through their visits, by asking a cohort of authors to recount their ‘dream school’ visits and ‘nightmare school’ visits. Interpretations of the research about boys and reading, and author visits from the schools’ perspectives are analysed using a form of content analysis. The third research project concerning authors’ narratives is interpreted using lexical networks. Prominent elements of my study explore adolescent reader identities through the influences of schooling and through author visits. In the conclusion of this study, these elements are drawn together and broad recommendations are outlined that pertain to the encouragement of positive adolescent reading identities.

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.

Playing the game: critical literacy, gender justice and issues of masculinity

This paper explores issues of critical literacy, gender justice and masculinity through ‘Mr A’s’ story. Mr A is head of English at ‘Grange College’ – an all boys’ school in a large urban centre in Queensland (Australia). The paper highlights how the privileging of rationality, control and ‘the masculine’ within Mr A’s ‘teaching‐as‐usual’ discourse constrains his efforts to pursue gender justice through critical literacy. While Mr A scaffolds his students’ critical analysis of gender and power in texts, his investments in teacher/student binary relations draw rigid boundaries between himself and his students in ways that delegitimise the terrain beyond the rational and ignore a theorising of the self. Drawing on Mr A’s story within Davies’ theorising about the possibilities of critical literacy, this paper adds to key work in arguing the importance of teachers’ interrogating their classrooms as lived texts where the relations of domination and power that derail the social justice possibilities of critical literacy can be made both recognisable and revisable. Such interrogation is foregrounded here as particularly urgent within the current moment where rationalist discourses within and beyond schools are increasingly working to circumscribe and constrain teacher practice in ways that stifle transformative social agendas.

Men and gender relations

Discusses theoretical, political and personal perspectives on men's lives within the context of patriarchal gender relations and examines the potential for men to move beyond patriarchy towards egalitarian non-exploitative relations with women.

Re-gendering labour: class and gender determinants of New South Wales electoral behaviour 1930-32

Historians have neglected tbe impact of female enfranchisement on Australian electoral outcomes. This papers employs multivariate analysis to explore electoral behaviour in New South Wales during the Great Depression. It argues that women were less prone to support Labor than men, but that women in paid employment constituted a partial exception to this pattern. In 1932 the conservative parties significantly eroded Labor's working-class support. Part of this success was due to the ability of employers to coerce workers with the threat of dismissal. Female wage earners were particularly vulnerable to this coercion. Conservative electoral appeals recast masculinity in terms of family responsibility rather than class assertion. Conflict in the household economy possibly influenced women to vote against Labor due to its identification with the cause of male breadwinners. Overall female voting behaviour was more stable than that of men and this despite the higb profile of issues that would have been expected particularly to influence female voters.

What about the men? Gender differences in utilisation of arthritis self-management services

As self-management programs for chronic illness increasingly become the domain of primary health care providers, it is important to consider gender inequities in access to these services and gender differences in patterns of use to inform the development and delivery of services. This study explores gender differences in levels and patterns of access to arthritis elf-management services by analyzing data collected from the Telephone Information Service of Arthritis Victoria, Contingency tables were analyzed and odds-ratios calculated to confirm gender differences in levels and patterns of service utilisation. Men were found to be significantly under-represented as users of the service, even after taking into account gender differences in prevalence of arthritis in the population. Women were more likely than men to contact the service on their own behalf. Men were more likely to have a family member or friend contact the services for them. Women showed more interest in learning about their condition while men focused more on symptom management. These gender differences in rates and patterns of services use indicate that services providers of self-management services for conditions such as arthritis need to take into account the interaction between gender and service utilisation.

Construction of gender in computer magazine advertisements : confronting the literature

Previous studies (Sofia, 1998; 2002; Turner & Hovenden, 1997; Weinstein, 1998) discussed the power relations surrounding the advertisements for computers in computing magazines, in particular deconstructing the imagery and text which manifested the dominant digital discourse of power (Millar, 1998). In these studies, the authors found that women were positioned as incapable and impotent users of computers.  The authors examined a number of New Zealand and Australian home computing magazines published in 2003 and 2004, looking for evidence of the gendered nature of technology or examples of any form which would constitute discrimination against women or other identity categories. The purpose of this research was to determine whether previous arguments were still relevant and current, or whether advertisements had changed to accommodate populist understandings of gender and cultural equity, or reflect improved power relations between the sexes. In this paper we have explored the findings of a study, which, although small in scale, raises larger questions concerning the 'new' ways in which issues of gender influence advertising focused on computers. Whilst there has been a significant reduction in overtly sexist texts, hegemonic understandings of masculinity and femininity nevertheless continue to structure mainstream advertisements with women routinely positioned in passive, non-expert or very limited kinds of roles. The extent to which this imagery reflects broader social patterns regarding the re-emergence of traditional portrayals of women and men in the media more generally will be the subject of future studies.

What about the parents and the teachers of boys? Contemporary challenges for academic work on literacy, masculinity and educational innovation

The past ten years have seen a dramatic increase in the number of educational ‘innovations’ designed to respond to the contemporary literacy needs of boys in schools. Intense public anxiety about the apparent under-achievements of boys in literacy can make it difficult for those at the heart of these innovations—teachers, parents, boys themselves—to identify the extent to which the solutions they are offered actually are able to make a sustainable, long-term difference to the literacy achievements of the specific boys they are concerned about. Acknowledging the contested nature of the masculinity and literacy terrains this paper explores contemporary responsibilities for academics engaged in gender based, literacy interventions in the 21st century.

Gender performativity and normalizing practices

In this chapter we examine the normalizing regimes of practice that impact on the various ways in which young people at school define desirable forms of masculinity and femininity. Attention is given to the particular role that compulsory heterosexuality and gender duality play in prescribing appropriate behavior for boys and girls. By drawing on interviews with adolescent boys, a 13-year-old self defined "tomgirl," and an adult transgender woman, and examining written responses by girls, we highlight the kinds of issues that impact on their lives at school. We also consider the invisibility of transgender
and intersexual perspectives in most educational debates on gender and sexuality.

Negative perceptions about self-control and identification with gender-role stereotypes related to binge eating, problem drinking, and to co-morbidity among adolescents

Purpose
To examine the role of both positive and negative styles of self-control, and gender-role stereotypes in binge eating and problem drinking.

Method
Participants were 428 adolescent boys and 555 girls from predominantly Anglo-Australian backgrounds who attended regional state schools in New South Wales, Australia. Students completed standardized questionnaires that assessed problem drinking, binge eating, self-control styles, and identification with gender-role stereotypes. ANOVA and post hoc Tukey tests were conducted to examine differences among adolescents who reported problems in binge eating, drinking, and both domains.

Results
Adolescents who reported eating and drinking problems also reported a high negative and a low positive sense of self-control coupled with self-identification with the traits that typically describe negative dimensions of gender-role stereotypes. Regardless of gender, problem drinking was mainly related to traits of negative masculinity (bossy, noisy aggressive, etc.) whereas binge eating was mainly related to negative femininity (shy, needs approval from others, etc.). Participants who reported eating and drinking symptoms recorded low scores on positive control, high scores on negative control, and also high scores on the negative dimensions of masculinity and femininity.

Summary
A negative and passive style of self-control coupled with an identification with negative dimensions of gender summarizes the type of self-regulation that is implicated in both binge eating and problem drinking, and co-morbid symptoms. There is a need for interventions working toward a more balanced gender self-concept and a positive sense of self-control.