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.

Gender differences and learning outcomes: does gender matter?

Student placement outcomes were examined using archival data from a field education program on the gender of both students and supervisors to test the hypothesis that gender is a predictor of placement outcome. The results of these analyses suggest that whilst the supervisor gender is not critical, the student gender is a significant predictor of placement outcome. As male students are more likely to encounter placement difficulties than female students, inquiry into the student’s concept of masculinity is proposed as a way to assist male students in field education.

You know how I know you're gay? : masculinity and homophobia in mainstream comedy

You Know How I Know You're Gay?: Masculinity and Homophobia in Contemporary Mainstream Comedy is a three-part senior scholars project that consists of a critical analysis of homophobic humor in contemporary mainstream comedy, an original feature-length comedy script entitled Don 't Be that Freshman, and a DVD of selected scenes from Don't Be that Freshman. The critical analysis first establishes the existence of homophobic humor in mainstream comedy and then links this homophobia to masculine anxiety, applying the ideas set forth in Michael Kimmel's essay, "Masculinity as Homophobia," to contemporary, mainstream, homosocial comedies. The paper goes on to examine audience reactions to this homophobic humor, focusing on audience members who enjoy these movies, yet consider themselves to be accepting of homosexuality and against homophobia. I discuss ways of resistance and the importance of opposing homophobic humor, and finally, I look at comedy as a potentially transgressive medium that could be used to fight homophobia and social inequality. The critical analysis, therefore, leads into Don't Be that Freshman, a film that uses progressive humor to oppose homophobia and expose the potential dangers and pitfalls of conforming to social constructions of gender. Don't Be that Freshman is a film about three pairs of college roommates in their first semester at college who become each other's first friends on campus. It is a character-driven comedy that attempts to normalize non-heterosexual sexual orientation and gender non-conformity, to advocate a type of living that does not conform to problematic social constructions and cultural ideologies, and at the same time to appeal to a mainstream audience. The film version is twenty-five minutes long and consists of ten scenes from the script.

Dry your eyes princess : an analysis of gender and 'other' based discources in police organisations

This paper examines the literature relevant to an analysis of gender and discourse in police organisations with a view to testing it through research. Much of the literature on policing can be divided into four key topic areas: the features and construction of police culture; women’s integration into policing; organisational structures and styles of police leadership; and debates about the nature of police work. An examination of the literature has revealed a deficiency of research in discourses within policing and in particular, the impact of discourses on gender and police training. Assumptions underpinning the research project and supported by literature include: formal and informal structures and practices within organisations produce and reproduce gender relations; power, gender relations and masculinity are characteristics of police culture; discourses are products and resources of interactions which establish particular truths; and police organisations have been slow to respond to anti-discrimination legislation and to integrate women into police services. Critical to any analysis of culture, power, gender, discourses, difference, and subjectification is the dynamic and complex nature of culture. Applying Shearing’s and Ericson’s definition of culture as ‘figurative logic’ has resonance in police organisations where symbols, rhetoric and metaphors function as vehicles for discourses.

Re-placing gender? Reflections on 15 years of gender, place and culture

This article reflects on Gender, Place and Culture (GPC) from 1994 to mid-2008, to highlight some of the key subjects and debates which have been delimited and progressed within its pages. Launched simultaneously with the cultural turn in human geography, GPC proceeded to raise important questions about identity and difference, effectively reflecting but also driving a number of transformative intellectual and political agendas. This reflection will focus on three interrelated sites of such activity: empirical, theoretical and political. Empirically, numerous articles have examined the ways gender is lived, in and across spaces and these have been enlivened by approaches highlighting masculinities, sexualities and embodiment. Theoretically these subjects have been informed by post-colonial and post-structural frameworks, directing discussion towards multiple identities, reflexivity, research practice, performativity, material cultures, positionality and the nature of academic knowledge. In addition, GPC has registered progressive political concerns for justice and equality, though the nature and extent of its political import has been legitimately questioned from without and within the pages of the journal. The resolution of the many dilemmas associated with the ways gender is lived, thought about and practiced has not always been successful in the pages of GPC, and the ongoing reality of Anglo-American dominance, the persistence of women's inequality and the tension between discursive and political activism, remains. However, in re-placing gender over the last 15 years, GPC has been a journal of serious and path-breaking scholarship which has further legitimized the value of feminist geography.

Gender and schooling : still making the difference?

This chapter analyses contemporary political responses to the perceived academic success of girls as compared with boys, and the motivations behind what they call the 'what about the boys?' lobby. It argues that the growth of this influential lobby group is emblematic of a feminist backlash in western societies. By exposing some of the theoretical problems with the construction of difference upon which the 'boys in education' case is based, the author constructs an alternative relational approach which urges that the school curriculum should encourage all students to deconstruct gender, and particularly the ways in which hegemonic masculinity is formed and shaped in our society

Performing masculinity and leadership : male academics' work practices and identities

In this thesis, a folio comprising a major dissertation and three elective tasks, issues including masculinity(ies), identities, leadership and academics’ work practices are considered against a backdrop of change in the higher education sector. Narrative research methods are applied throughout the folio. The first elective, a discussion and commentary arising from an interview with an experienced practitioner in gender education, amounts to a feasibility study for the dissertation, whereas the second elective experiments with the use of computer mediated communication as a means of interviewing a small number of male academics about their inclusive teaching practices. Primarily curiosity-driven research, the conclusion is drawn that computer mediated communication, if used at all, ought provide a complementary, not primary means of data collection. The third elective conveys the life story of an Asian-Australian academic who expresses different masculinities according to the social settings in which he finds himself. The conclusion is made that there is neither a single colored masculinity nor a single working class masculinity. The milieux of race and class need to be considered together. The research described in the major dissertation was undertaken with a group of eleven male academics from a number of rural and metropolitan universities – men who were thought by their colleagues and peers to practice collaborative approaches to leadership. Whereas the majority of the men practised what could be described as transformational approaches to leadership, a small number exploited the process of collaboration mainly for their own protection. Very few of the men engaged in discourses of gender. One of the principal conclusions reached in the paper is that there are ramifications for future leadership training that universities offer so that it becomes more relevant and socially inclusive. Another main conclusion relates to the intimidation reported by some of the men in the study, and that there are implications for universities in the way they protect their employees from such incidents. A third significant conclusion is that there is some way to go before gender is integrated into the discourse of male academics. Until this can occur, limited opportunities exist for alliances to be formed between most male academics and feminist academics for the advancement of socially just workplaces.

Masculinity and femininity in "The Mabinogion"

This thesis is submitted within the discipline of Women's Studies. It attempts to assess the life of women in a tribal society at the brink of dissolution. Wales at the eve of and during the first century of the Norman occupation is representative of such a society and historians admit that what little we know of its social conditions can be gleaned from the pages of the narrative prose collection The Mabinogion. Consequently this study uses an interdisciplinary approach. Eight stories from The Mabinogion collection have been studied: The Four Branches, comprising Pwyll Prince of Dyfed, Branwen Daughter of Llyr, Manawydan Son of Llyr and Math Son of Mathonwwy; the story of Culhwch and Olwen and the Three Romances, comprising The Lady of the Fountain, Peredur Son of Efrawg and Gereint Son of Erbin. The Four Branches are a fourfold narrative held together by the figure of Sovereignty (formerly the Celtic goddess of the land), her chosen consort and her son. The protagonists are now represented as superhuman men and women and encoded in their lifestories are the rules for gender-related 'right' behaviour of princes and their spouses. The Three Romances still show the same constellation, but the figures of Sovereignty and her consort have been replaced by the Knight and his Lady with considerable loss of behavioural certainty for both genders. The romances are also indicative of growing economic insecurity. Culhwch and Olwen has been included for contrast and for its richness in folkloric motifs. Apart from studying the gender-roles in leading families at the time, the thesis advances the theory that The Four Branches may have been the work of a Welsh noblewoman - a theory based on the inherent knowledge of Welsh pre-Christian dynastic traditions, legal and political practices and the realities of women's lives at the time. The study also shows that the status of women and their legal rights in pre-Norman Wales were much more restricted and cannot generally be compared with that of women in England or Ireland.

Reconstructing violent rural masculinities : responding to fractures in the rural gender order in Australia

Men's violence against women is higher in rural communities compared to urban areas and many writers have identified the increased vulnerability of women in rural areas when addressing men's violence. This article will explore the implications of the emerging scholarship on rural masculinities for understanding how rurality invokes different modes of masculinity associated with men's violence in the context of rural restructuring. While the socio-cultural aspects of rural areas generate stronger enforcement of gender roles that perpetuate gender inequality, rural restructuring challenges dominant forms of masculinity, and this has contradictory consequences for reconstructing masculinities. Consequently, while many rural men are endeavouring to preserve traditional masculinity in the face of the rural crisis, other men are exploring alternative masculinities that are incompatible with men's violence against women.

Embodied choreography and performance of gender

Norms of fitting embodied behaviour for males and females, as promoted in Australian public arenas of popular culture and the everyday, disempower and marginalise those not inclined to embody in gendernormative and heteronormative ways.

This thesis engages with concepts of embodiment as meaning the manner of physical deportment in which a physical practice is performed, and with concepts of gender as social constructions of femininity and masculinity. It investigates the demands and implications of dominant norms of gender embodiment for those whose embodied inclinations do not fit comfortably with such dichotomous models. It interrogates gender inequitable machinations of education and performance arts disciplines by which educators and arts practitioners train, teach, choreograph, and direct those with whom they work, and theorises ways of broadening personal and social notions of possible, aesthetic, and acceptable embodiment for all persons, regardless of biological sex or sexual orientation.

This research is grounded in two major qualitative methods of enquiry. First, through an autoethnographic lens, it focuses on the impacts that social constructions of masculinity have on me, both as a person in the everyday and as a performance arts practitioner/educator. Through writing, illustration, choreography, and performance, as well as interviews with 3 members of my family, I analyse the delicacy of the relationship between social control/surveillance and personal agency over my embodiment of gender. Second, through empirical ethnographic fieldwork with some 400 high school students and 160 educators and performance arts practitioners, I utilise a combination of performance, discussion, practical workshop, and avenues for anonymous response to explore the potential of the performance arts in challenging inequitable notions of gender embodiment.

My findings demonstrate that inherent ideologies in dominant discourses regarding the execution and display of feminine and masculine embodiment continue to work, overtly and covertly, as definitive and restrictive barriers to the realm of possibilities of embodied gender expression and appreciation in the everyday and in the performance arts. This thesis recommends drawing individuals’ attention to embodied gender inequities and enculturation processes, not ordinarily critiqued within mainstream society, as a key toward safeguarding the well-being of those whose embodied performance inclination is at odds with prescribed norms of behaviour. Performance arts arenas are powerful sites in which such deconstructive work can occur, both cognitively and practically. However, as this thesis explores and illustrates, performance arts practitioners/educators need to first scrutinise existing and hidden inequities regarding the embodiment of gender within their own habitus, perspectives, taste, and practices.