The present study examined the extent to which youth who endorse emo subculture reject the traditional masculine norm of restrictive emotionality. It also examined the relationships between endorsement and rejection of emo subculture and traditional masculine and feminine norms and masculine gender role conflict. In Study 1 (N = 13) three focus groups were conducted to create the mixed methods Emo Culture Questionnaire (ECQ). In Study 2 (N = 164) exploratory factor analysis of the quantitative part of the ECQ resulted in a 15-item, 4-factor scale; however, due to low reliabilities, only two scales were used in the analyses. Three hypotheses were mostly supported. The endorsement of emo subculture by men was negatively associated with their Restrictive Emotionality subscale scores of both the Male Role Norms Inventory-Revised (MRNI-R) and Gender Role Conflict Scale (GRCS). The endorsement of emo subculture by women was negatively associated with their MRNI-R Restrictive Emotionality scores but was not positively associated their Femininity Ideology Scale (FIS) Emotionality scores. Negative views of the emo subculture by both men and women were positively correlated with their MRNI-R Restrictive Emotionality scores. An exploratory question found that the endorsement of emo subculture had significant negative correlations with three additional MRNI-R subscales and the total scale for men and with five MRNI-R subscales and the total scale for women. In addition, the endorsement of emo subculture had significant negative correlations with two FIS subscales, and with two additional GRCS subscales and the total scale for men. Qualitative results from the ECQ indicated that while the label “emo” may not function as a personal identifier, the music, fashion, and behavior thus identified remain popular.
Noah N. Allooh, Christina M. Rummell, and Ronald F. Levant
Ronald F. Levant, Stephen T. Graef, K. Bryant Smalley, Christine Williams, and Neil McMillan
Data were collected on samples of American (N = 172) and Scottish (N = 264) adolescents to evaluate the scale reliability and construct validity of an adolescent version of Levant et al.’s (1992) Male Role Norms Inventory. Results indicate that the MRNI-A showed good overall internal consistency for the scale as a whole in both samples; results for the subscales were less robust. Convergent and discriminant validity were assessed with the U.S. sample. Results indicated adequate convergent validity for the MRNI-A for both boys and girls, and adequate discriminant validity for girls. Results for the discriminant validity of the MRNI-A for boys were not as conclusive. Consistent with research on adults, females in both samples endorsed less traditional views of masculinity than did males. Scottish adolescents endorsed less traditional views of masculinity than did Americans.
Narratives of Girlhood
In this article I focus on the narratives of girls who describe the events that shape their lives and get them into trouble. The narratives are explored against Darrell Steffensmeier and Emilie Allan’s (1996) proffered Gender Theory, to consider whether it offers an adequate explanatory framework. The article adds to the body of knowledge about girlhood, gender norms, and transgression and provides fresh insight into the relevance of physical strength to girls’ violence. I conclude that girls are defining girlhood as they live it and it is the disjuncture with normative concepts that leads them into conflict with institutions of social control.
Much previous scholarly work has noted the gendered nature of humor and the notion that women use comedy in a different way than do their male peers. Drawing on prior work on gender and humor, and my ethnographic work on teen girl cultures, I explore in this article how young women utilize popular cultural texts as well as everyday and staged comedy as part of a gendered resource that provides potential sites for sex-gender transgression and conformity. Through a series of vignettes, I explore how girls do funny and provide a backdrop to perform youthful gendered identities, as well as establish, maintain, and transgress cultural and social boundaries. Moving on to explore young women and stand-up I question the potential in mobilizing humor as an educational resource and a site in which to explore sex-gender norms with young people.
Emerging Vulnerabilities and New Opportunities for Promoting Changes in Gender Norms
Gary Barker, Ravi Verma, John Crownover, Marcio Segundo, Vanessa Fonseca, Juan Manuel Contreras, Brian Heilman, and Peter Pawlak
This article presents a review of global data on boys' education in the Global South and recent findings on the influence of boys' educational attainment on their attitudes and behaviors in terms of gender equality. The article also presents three examples—from Brazil, the Balkans, and India—on evaluated, school-based approaches for engaging boys and girls in reducing gender-based violence and promoting greater support for gender equality. Recommendations are provided for how to integrate such processes into the public education system in such a way that provides benefits for both boys and girls in a relational approach.
Are Helplines Useful?
representation. They can transcend infrastructural barriers to amplify the voices of girls and young women in challenging social norms that marginalize and exclude them, and define their agenda. They can influence social norms and public policies, even in rural
“I Am Not ‘Worthless’—I Am a Girl with a Lot to Share and Offer”
Emma Pearce, Kathryn Paik, and Omar J. Robles
gender norms and stereotypes in society. Surveys of adults with disabilities in Ethiopia, Senegal, Uganda, and Zambia found that all respondents had experienced some form of sexual violence as children: 37 percent of respondents reported being raped; more
Grace Helbig’s Affective Aesthetics
postfeminism. Instead, I argue that an affective approach is key to understanding how performances like Helbig’s work both with and against postfeminist cultural norms. For instance, Berlant’s coinage of the term “juxtapolitical” (2008: 10) opens up discussion
Gender Hegemony and Flows of Masculinities in Pixar Animated Films
Elizabeth Al-Jbouri and Shauna Pomerantz
“natural” and “ordinary” (645). As a result, animated representations of boys and men go unchallenged and render dominant gender norms invisible, which reify specific forms of masculinity while disparaging others. Gender naturalization illustrates the
Cormac Ó Beaglaoich, Mark Kiss, Clíodhna Ní Bheaglaoich, and Todd G. Morrison
transcripts generated from a series of focus groups and personal interviews ( N = 54) in which adolescent boys investigated “the expectations, stressors, and masculine norms” ( Ó Beaglaoich et al. 2015b: 313 ) that they or other members of their gender