The focus of the essay is the well known (and worn) stereotype of the Jewish American Princess or JAP. Spoiled, frigid, loud, defiant, the JAP refuses to behave in civilized ways even as she constantly transgresses the boundaries of civilized social spaces. Both an intimate insider, and an eternal outsider, the JAP is a boundary figure whose presence draws and redraws myths of assimilative ideals and citizenship rights in American culture. The complexity of these social relations, their apparent contradictions, and the possibilities they may offer for agency and resistance in both 'real' and fictive contexts are explored through close examinations of four high profile JAPS—Cher Horowitz of the film Clueless, Monica Lewinsky, Jessica Stein of the film Kissing Jessica Stein, and Lizzie Grubman.
Agency, Representation, and Neoliberal Jewish Girlhood
The controversies triggered by the Netflix adaptation of Jay Asher’s young adult novel Thirteen Reasons Why (2007) have focused on suicide and downplayed discussions of rape as a central plot device. Making use of stereotypical characters (such as the cheerleader and the jock) and archetypal setting (including the high school), 13 Reasons Why delves into the reassuring world of the suburban town; it deals ambiguously with the entwined notions of gender and power encapsulated in the teenpic genre. A detailed analysis of the series indeed reveals that its causative narrative reinforces the rape myth by putting the blame on girls for events that happen to them. In this article I explore the tensions of a TV series that endorses the rape myth through the entertaining frame of the teenpic.
Steven Roberts and Karla Elliott
stereotypes of other boys and men in the margins, including those with disability, men of color and queer people, result in similarly harmful positionings, and disparaging treatments of one marginalized group so often have implications for multiple groups of
into the “cult of strongman leader stereotype” ( Mudde and Rovira Kaltwasser 2015, 16-36 ) characterized by risk-taking translated into perceived virility following traditional inscriptions of hegemonic masculinity. Active social media presence
Explorations at the Intersection of Gender Order and Generational Order
). These racialized stereotypes shape children's disposition toward sports and other “physical” leisure activities and over time crystallize into structural barriers that endure—British Asian players continue to be under-represented in footfall academies
Revisiting Raewyn Connell's Pivotal Text
Victoria Cann, Sebastián Madrid, Kopano Ratele, Anna Tarrant, Michael R.M. Ward, and Raewyn Connell
often simplistically depicted as regressive and violent in response to their marginalization. Focusing on representations of working-class boys and men in this article, Roberts and Elliott illustrate the stereotypical treatment of “men in the margins
Cinthia Torres Toledo and Marília Pinto de Carvalho
practices of school engagement. These considerations are not meant to reinforce the stereotype that all boys positioned themselves against school rules or were involved in acts of confrontation against legality. The multiplicity of masculinities and the
violence. Instead, she chooses peace, love, logic, and reason as viable tactics to overcome her enemies. These tactics are particularly significant because they not only subvert the platitudinous stereotype about the Muslim community, especially Muslim men
Weaknesses in Corporate and Law Enforcement Responses to Cyberviolence against Girls
Suzanne Dunn, Julie S. Lalonde, and Jane Bailey
2015 ). When girls either assert their rights or express themselves outside the bounds of stereotypically white heterosexual femininity online ( Regan and Sweet 2015 ), their expression is often policed by other users ( Senft and Baym 2015 ; Steeves
Stereotypes, a Single-Sex Program, and the School-to-Prison Pipeline
Joseph D. Nelson and Sangeeta Subedi
Single-sex schooling for boys of color has become popular throughout the United States. Leaders and educators often consider these environments a school-based intervention to address adverse outcomes associated with Black boys. A contributing factor to these outcomes have been negative stereotypes of Black males related to Black masculinity norms, which developmental psychologists contend boys internalize during childhood. Interviews and observations were conducted over 12 months to describe a single-sex boarding program for first-grade African-American boys, affiliated with a coed independent school. Designed to facilitate boys’ positive identity development, the program’s mission and vision, educational philosophy, and schedule/programming will be primarily described from boys’ perspectives. The goal is to explore the merits of this single-sex intervention to ameliorate how Black male stereotypes and masculinity norms contribute to the school-to-prison pipeline.