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Hegemonic Masculinity and “Badness”

How Young Women Bargain with Patriarchy “On Road”

Clare Choak

's (1987 ; 1995; 2000 ) concepts of hegemonic masculinity and emphasized femininity, with the focus resting on Connell's premise that sometimes masculine displays or masculine identity go beyond male bodies and can be performed across the gender spectrum

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Sarah C. Hunter and Damien W. Riggs

Books published on fathering and raising boys are becoming increasingly popular. These books claim simply to describe boys and fathers. However we suggest that they make only specific identities available. We make this suggestion on the basis of a critical analysis of six books published since an initial study by Riggs (2008). In this article we extend Riggs’s analysis by identifying how the books analyzed draw upon hegemonic masculine ideals in constructing boys’ and fathers’ identities. The analysis also suggests that biological essentialism is used to justify the identities constructed. Five specific implications are drawn from the findings, focusing on understandings of males as well as females, the uptake of dominant modes of talking about males, and the ramifications of biological essentialism. The findings emphasize the need to pay ongoing attention to popular parenting books since, rather than offering improved strategies for raising boys, these books present assertions of what boys and fathers should be.

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Robyn Singleton, Jacqueline Carter, Tatianna Alencar, Alicia Piñeirúa-Menéndez, and Kate Winskell

-Vázquez 2000 ); consequently, there is a dearth of qualitative research exploring young adolescents’—especially those from rural areas—sense-making around masculinities. The concept of hegemonic masculinity ( Connell 1995 ; Connell and Messerschmidt 2005

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“Girls Are Like Flowers; Boys Are Like footballs”

How Fathers Hope to Configure Their Sons’ Masculinity

Florencia Herrera

masculinity “embodied the currently most honored way of being a man, it required all other men to position themselves in relation to it, and it ideologically legitimated the global subordination of women to men.” Even when hegemonic masculinity is not upheld

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Amrita De

controlling working-class lives and subjectivities. Within this framework, Connell associates hegemonic masculinity with those who control the dominant institutions of the world gender order—“the business executives who operate in global markets, and the

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Becoming a Super-Masculine “Cool Guy”

Reflexivity, Dominant and Hegemonic Masculinities, and Sexual Violence

James W. Messerschmidt

of the adolescent boys (see Messerschmidt 2016 for the full life story )—which is the subject of this article—reveals a close relationship among in-school bullying, reflexivity, embodiment, and dominant and hegemonic masculinities in understanding

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"From the Top on Down It Is Systemic"

Bullying, Privilege and the Schooling of Hegemonic Masculinity

Brett G. Stoudt

In order to better understand the socialization and (re)production of privilege, most especially gendered privilege, within elite independent schools it is important to examine the masculine performances of its students enacted through bullying as well as the masculine environments in which these enactments are produced. This paper will begin explicating the messages received and the representations shaped by Rockport’s hegemonic masculine curriculum and the embodiment of these dynamics through research on bullying conducted with students and faculty at an elite, single-sex independent boys school, Rockport. The data revealed that bullying between boys at Rockport helped to discipline and reproduce hegemonic masculine boundaries; it was as much an expression of Rockport’s culture as it was a vehicle for policing and reproducing its culture. However, not only were the boys within Rockport gendered, the faculty and even the institution itself was gendered. In this way, it was systemic, both students and faculty acted within this institutional culture and held and managed expectations about their gender.

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A New Kind of Monster, Cowboy, and Crusader?

Gender Hegemony and Flows of Masculinities in Pixar Animated Films

Elizabeth Al-Jbouri and Shauna Pomerantz

's welcome “new man” features have obscured prevailing hegemonic masculinities that continue to demonstrate dominant gender norms. Just how “new” is Pixar's “new man,” and how far does Pixar go in changing definitions of available masculinities? In what

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Eric Anderson

There is a strong relationship between the cultural practices of competitive, organized youth sport and compulsory physical education. The hyper-masculine, violent, and homophobic culture traditionally found within boys segregated sporting spaces is mirrored when youth are compelled to participate in physical education. However, cultural homophobia is on rapid decline in Western countries. Recent research shows high school and university sport to be an increasingly inclusive environment for openly gay male youth. I explore this cultural shift among high school (sixth form) physical education students in England. Using three months of ethnography, and conducting 17 in-depth interviews with 16-18 year old ostensibly heterosexual boys, I show an absence of homophobia and homophobic discourse, the abatement of violence, the absence of a jock-ocratic school culture, and the emotional support of male friends. Thus, I show that while the structure of sport education has remained the same, the hyper-masculine culture surrounding it has changed.

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“Let Us Be Giants”

Masculinity Nostalgia and Military Edutainment in South Asian War Comics

Tehmina Pirzada

examine both comics using close reading techniques grounded in literary theory and masculinity studies. My visual and textual reading also engage Raewyn Connell's (2000) theorization in The Men and the Boys about hegemonic masculinity, framing it