|Selección de Artículos|
|Barnes, C. (2012). It's no laughing matter… Boys’ humour and the performance of defensive masculinities in the classroom. Journal of Gender Studies, 21(3), 239-251.||This article explores the centrality of humour in the performance and maintenance of a defensive masculine identity among a group of white, Irish, working-class boys in school. A series of extracts from the field demonstrate how that humour is deployed in versatile and creative ways in order to refuse and subvert a direct questioning of traditional, hegemonic masculinity in the classroom. In the specific context discussed here the boys are responding to a recent Irish educational initiative known as the Exploring Masculinitiesprogramme. This programme, through its presentation of ‘alternative’ masculine identities, offered an overt challenge to long-established and deeply felt understandings of what constitutes a ‘real man’. Analysis of the responses of the boys to the programme materials suggests not only the importance of humour as a defensive and supportive tool in the continuance of traditional hierarchies of maleness, but also the repressive nature of the boys’ compulsory ‘hard-man’ masculinity. Replete with misogynistic and homophobic references, this humour and its deployment shows a rigidly structured masculine identity, rooted in the past and heavily entrenched in their present.|
|Lopez-Zafra, E., & Garcia-Retamero, R. (2012). Do gender stereotypes change? The dynamic of gender stereotypes in Spain. Journal of Gender Studies, 21(2), 169-183.|| Men and women have historically occupied different roles in society. As societies have developed, the social roles of, and the stereotypes attached to, men and women have also changed. We may, therefore, expect there to be a dynamic component of gender stereotyping that affects the perception of men and women in the past, present, and future. Although this evolution of stereotypes is fairly well developed in the literature, a replication in Spain is still missing and this study sought to address this gap. Two hundred and seventy-seven men and women (aged between 15 and 87 years old) from three regions of Spain (Andalusia, Castile-La Mancha, and Madrid) participated in this study.
In line with social role prediction studies, this research shows that gender stereotypes in Spain include dynamic aspects and that the content of these stereotypes is rooted in social roles. In general, people perceived women's roles and stereotypes to be changing more quickly over time than those of men. Women were also perceived as taking on masculine-agency characteristics, in contrast to men, who were not perceived as taking on feminine-communal characteristics. Age was a strong moderator in several interactions.
|Happel, A. (2013). Ritualized girling: school uniforms and the compulsory performance of gender. Journal of Gender Studies, 22(1), 92-96.||School uniforms have been utilized by a number of schools in attempts to increase discipline and academic performance. This paper seeks to explore the relationships between gender, gender performance, and school uniforms through exploring writing on discipline, performance, and uniforms and then exploring some specific contemporary policy on school uniforms in the US.|
|Romero-Sánchez, M., & Megías, J. L. (2013). How do college students talk about sexual assault? Journal of Gender Studies, (ahead-of-print), 1-16.||Sexual assault perpetrated by acquaintances in social/dating situations (such as parties, bars or sporadic encounters) is frequent among college students. With only a few exceptions, studies on this topic have been carried out using quantitative methodologies. Yet such work cannot capture the complexities of young people's perceptions of sexual assault. In this study we explored college students' talk about non-consensual sexual encounters. Fourteen Spanish undergraduate students took part in two single-gender focus groups, which were subjected to a thematic analysis. Six themes emerged from the analysis. Overall, there were differences between men and women in several themes, especially those related to the causes of sexual assaults. Women referred to miscommunication and socio-cultural factors, whereas men mentioned factors related to the perpetrator, such as his personality or the existence of a psychological disorder. Implications of these findings for reducing sexual assault against women and designing rape prevention programmes are discussed along with suggestions for future research.|
|Markowitz, L., & Puchner, L. (2014). Troubling the ontological bubble: middle school students challenging gender stereotypes. Journal of Gender Studies, (ahead-of-print), 1-14.
||In this paper, we discuss how a selection of eighth-grade students (13–14-year-olds) responded when they were asked to publicly challenge the gender binary for a critical media literacy school assignment in the USA. We describe the ways in which students negotiated the dual projects of complying with the assignment to create video ads that challenged gender stereotypes and maintaining their gendered sense of self. While the videos had virtually all students disrupting gender in some way, many did so even as they reinforced the notion of gender as a binary. We apply the idea of ontological bubble, as well as concepts from post-structural theories, to help us make sense of the different methods students used to maintain the gender binary.|
|Wright, T. (2014). Whatever happened to the F word in higher education? Journal of Gender Studies, (ahead-of-print), 1-13.||As a women's studies academic who has taught health and social care students for four years in the UK, it strikes me that much of what and how I teach is incompatible with my own pedagogic position. At a time of government cuts and economic austerity there are ever shrinking opportunities to work in women's studies environments within the higher education academy, and I often find there is a mismatch between what I am offering as an academic and what an employer is looking for. Occupying the most junior teaching post on a fixed-term contract, and coming from the discipline of women's studies – constructed often as irrelevant and/or too political and controversial, rather than a necessary philosophical foundation to critical thinking – I have diminutive curriculum influence and find myself, more often than not, delivering hegemonic groups of theories and practice. Drawing largely on level 5 health and social care interprofessional learning module course materials, this paper will analyse the discourses inscribed within them, and consequently expose the essence of the learning and teaching that takes place within the classroom. This paper will also act as a catalyst to explore whether it is possible to find, or construct, a feminist space in my learning and teaching practice.|
|Moscowitz, D., Jett, T., Carney, T., Leech, T., & Savage, A. (2014). Diversity in times of austerity: documenting resistance in the academy. Journal of Gender Studies, (ahead-of-print), 1-14.|| What happens to feminism in the university is parallel to what happens to feminism in other venues under economic restructuring: while the impoverished nation is forced to cut social services and thereby send women back to the hierarchy of the family, the academy likewise reduces its footprint in interdisciplinary structures and contains academic feminists back to the hierarchy of departments and disciplines. When the family and the department become powerful arbiters of cultural values, women and feminist academics by and large suffer: they either accept a diminished role or are pushed to compete in a system they recognize as antithetical to the foundational values of feminist priorities of social justice. Collaborative work to nurture diversity and interdisciplinarity does not register as individual accomplishment. This paper considers the necessity of this type of academic work to further the vision of a society committed to the collective values espoused by feminism and other areas in social justice.
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