Male Role Models Research Articles

Self-harming behaviours and social support among a sample of young men in Belfast, Northern Ireland

Abstract Background Psychiatric morbidity is substantially higher in Northern Ireland (NI) than in peer nations and men are disproportionately represented in suicide mortality data, particularly at early adulthood and middle age. To better scale interventions to reduce morbidity and mortality among young men, a mixed-methods study was conducted combining interviews and validated quantitative tools. Methods A non-random community sample of 30 working-class young men in Belfast aged 16-19 was recruited via organisations focused on job training, restorative justice, and youth work. Participants completed the Self-Harm Inventory and a semi-structured interview. Analyses were completed in NVivo and RStudio. Results The prevalence of self-harm was more than 8 times higher than for the general population of adolescents in NI, with 83.3% reporting ever engaging in self-harm. Only 2 of the 28 participants reported making a suicide attempt and most injuries were minor, suggesting nonsuicidal self-injury (NSSI) represented almost all injuries. Although the sample had a higher risk profile than the general population-with high levels of trauma, substance use, and socioeconomic deprivation-participants also endorsed strong social connections to friends, family, and community. While many expressed concerns about sharing their own emotional distress, almost all reported that disclosures are important to avert poor mental health and shared times when they or friends sought support. Conclusions Although there was a high prevalence of NSSI in the sample, the low prevalence of suicide attempts may be associated with the high levels of protective social connections reported by participants. Gender-based concerns regarding emotional support were common, but there was also strong endorsement for the importance of seeking support from trusted relationships. This suggests that there may be an appetite for male role models to provide education around the “bravery” of help-seeking. Key messages • Prevalence of nonsuicidal self-injury may be substantially more elevated in some populations of adolescent males. • Gender-based concerns continue to act as a barrier to young men sharing their emotional distress with trusted individuals.

Gendering Emotions Work in Primary Schools: “Effortless” or “Important”?

ABSTRACT Emotions work, such as relational pedagogical approaches to teaching, and more targeted interventions designed to enhance children’s social and emotional skills, known as competence promotion approaches, are now a central aspect of primary schooling. Yet, although evidence is forthcoming in terms of the content, focus, and effectiveness of some aspects of this work, research investigating the explicit teaching of social and emotional skills has largely remained “gender blind.” This article, drawing on interview and focus group data gathered from primary school staff members engaged in emotions work, fills this void in the research by demonstrating how gendered narratives inform not only the roles and responsibilities of staff undertaking this type of work but also the value placed upon it. The findings show how gender dualistic positions were adopted by school staff, with the emotions work performed by women aligned with the roles of a mother, nurturer, and caregiver and thus deemed as “effortless,” whereas men mainly performed the role of “disciplinarian” and deemed such work as “important” in their position as a male role model. The implications of such gendering of emotions work in primary schools are discussed, and recommendations for future practice are identified.

Male bias in science and ways to counter it: gender imbalance of images in a science textbook in Irish secondary education

There has been a steady decline of student take-up of physics as a Leaving Certificate subject, from 19% in 1991 to 13.6% in 2021. This comes in the backdrop of a projected increase in the international demand for STEM workers, which makes STEM education the bedrock for securing Ireland’s economic future. The gender bias in science textbooks is well documented and enduring. The lack of female representation in science textbooks’ images is exacerbated by the scarcity of female figures that would be broadly accepted as role models. This paper examines the gender balance of a science textbook used widely in the Irish junior cycle. For this purpose, the Gender Bias 14 Tool was chosen as the data collection instrument, which was developed by Parkin and Mackenzie. A clear majority of the 38 chapters of the book contain more images/illustrations with male than female figures, more images/illustrations that improve the image of men and more images/illustrations of male role models. Potential interventions are outlined including working closely with publishers to include more women in the textbook’s images, especially important and influential female figures, and working with teachers to help them enhance teaching with supplementary material that include more female representation through images.

Exploring the Social Exchange of Manhood and Masculine Norms Among Black Heterosexual College Men

ABSTRACT Traditional masculine norms state men are tough, protective, and sexually assertive. Young Black men must weigh the rewards and costs of adhering to or deviating from these norms within the college environment, as their choices can be detrimental to their health. Using the ecological-exchange framework, we examined adherence to or deviation from traditional masculine norms from focus groups with 13 Black heterosexual men at two Historically Black Colleges and Universities (HBCUs) and one Minority-Serving Institution. Participants formed their masculinity through experiences with male role models and mothers but felt conflicted in their need to adhere to or deviate from norms. This reflects the processes men go through to develop their masculinity and highlights needed interventions focused on cultivating healthy masculinity.

‘A Universal Father and Son Story’? The Representation of Father-Son Relationships in Zach’s Ceremony, In My Blood It Runs, and Robbie Hood

ABSTRACT First Nations boys and men are heavily freighted with colonial stereotypes that give them to be antisocial, drug-addicted, violent, and harmful to their own communities. While men are consistently represented as neglectful or abusive fathers, Aboriginal boys are depicted as potential criminals whose childhood is blighted, and who lack guidance from suitable father figures or male role models. This article addresses three depictions of father-son relationships which engage different strategies for addressing negative stereotypes of Indigenous boys. Aaron Petersen and Alec Doomadgee’s Zach Ceremony (2016) is analysed in terms of its internalisation of settler-colonial problematisations of Indigenous masculinities and over-investment in the male role-model discourse that frames settler disparagement of Aboriginal communities. I then turn to In My Blood It Runs (2019) and Robbie Hood (2019) as examples of representations that articulate more complex and ambivalent navigations of colonial stereotypes and appropriations of ‘Indigenous masculinities’, and that largely avoid and critique settler discourse on Aboriginal boyhood.

‘Sons go wrong without fathers’: Australian children and absent serviceman fathers in the Second World War

This article analyses the perceived problems and proposed solutions concerning absent Australian servicemen fathers during the Second World War, and places them within the broader context of contemporary ideas about masculinity. The absence of servicemen fathers led to concerns from all areas of society about the impact on their children, in particular sons. There were fears that being raised solely by women would lead to boys becoming lonely, effeminate, spoilt, or juvenile delinquents. It was suggested that existing male family members, such as uncles and grandfathers, as well as male teachers, act as surrogate fathers and become role models. Boys’ clubs, such as Scouts and the YMCA, also provided boys with access to male role models, and their weekly meetings, Father Son events, and camping provided opportunities for imparting the ‘code of boyhood’ and the development of masculine qualities.

How entrepreneurial role models impact on entrepreneurial outcomes: A gender perspective

This paper examines whether male and female students respond differently when exposed to predominantly masculine or feminine role models. Drawing on Social Cognitive Career Theory, we explore if the exposition of individuals to entrepreneurial role models can significantly influence their entrepreneurial outcomes in terms of entrepreneurial intentions (EI), entrepreneurial self-efficacy (ESE) and entrepreneurial learning (EL). We collected data from 106 engineering students attending an entrepreneurial program in 2019/20 with an exposition to a prevalent male entrepreneurial role model, and from 88 engineering students attending the same program in 2022/23 where the exposition was a prevalent female entrepreneurial role model. A pre- and post-course survey was run in both years to measure differences in ESE, EI and EL. Results reveal a gender effect in EI, as female role models boost female students’ confidence and improve their intention to start entrepreneurial activities. EL increased independently by the gender. Finally, female role models impact the ESE of female students, while male role models impact both. This research extends intention-based analysis by incorporating gendered structural barriers, shedding light on their demonstrable influence on entrepreneurial outcomes.

Education as an arena for anti-feminism: devaluation of femininity in primary education

ABSTRACT In the European context, there have been discussions for many years about how the number of female and male teachers in primary education should be more balanced. This story is also linked to the deteriorating school performance of boys, who are perceived as lacking male role models in schools. Thus, the feminization of primary education is often seen as an undesirable condition that should be rectified. This pejorative perception of feminization of education is related to the broader trends of anti-feminist politics, and this anti-feminist backlash is gradually being introduced into education as well. This article presents two case studies, Germany and Czechia. The analysis is based on data collected in 2015–2020 from ethnographic research in elementary schools, data from analysis of policy documents and media output, data from a systematic literature review, and quantitative research. In conclusion, three re-masculinization strategies used to devalue femininity in education are presented. First, ‘female climate’ as a reason for boys’ failure; second, father figures missing in education; third, promoting ‘gender diversity ‘as pretext to bring back more men and masculinity. All strategies share an antifeminist core because they all devalue women and femininity and reinforce the current gender order.

The Impact of Role Models on Women’s Self-Selection into Competitive Environments

In this paper, we show that competitive female role models reduce women’s perceived stereotype threat and increase their willingness to compete. Competitive male role models have the opposite effect: they reduce women’s willingness to compete, and the gender gap in tournament entry increases. Results are strongest for the best performing women who would benefit most from competing. Role models have no impact on low performing women, and on men.

Exploration of Girls’ Role Models: Are there Female STEM Role Models in Sight?

This study explores the presence and impact of female role models in Science, Engineering, Technology and Mathematics (STEM) education due to the underrepresentation of girls in STEM fields. The objective is to assess girls’ role models, particularly the role they play in their interest and in a career choice in STEM.A survey was distributed through an online panel and 546 valid answers from girls aged 14-20 in Germany were received. The analysis links to social cognitive theory and revealed that immediate family members (50,1%), musicians, actors and artists (12,4%), and media influencers (9,6%) were the top role model categories. Male role models dominated in teachers, entrepreneurs, and friends, while female role models were prominent in the family category. Female scientists and entrepreneurs who could serve as STEM role models, were found to be underrepresented. The study also showed that girls with STEM occupational role models in their immediate surroundings were more likely to have an interest in STEM subjects.

Young Men’s Experiences of Being Fathered and Absent Father’s Experience: A Case Study from Urban Informal Settlements in South Africa

The impact of absent fathers can be a significant challenge for young people, but particularly for young men. Our study drew on 19 in-depth interviews with young men living in urban informal settlements in South Africa, to understand how they understood the impact of biological father absence. Young men described an idealized fatherhood role in which biological fathers provided economic support, active fathering (including emotional support), and social recognition of children. Young men described biological father absence in very emotional terms, including the exclusion from family networks, and having negative economic and educational impacts. Furthermore, men saw biological father absence as impacting on their current situation, and as part and parcel of their wider social marginalization in South Africa. Social fathers — alternative male role models as they grew up — while described as existing, were not felt to be adequate in replacing biological fathers, despite the economic support and guidance some described receiving. Engaging with young men around the repercussions of biological father absence is important for supporting young, poor men in South Africa.

Recruitment, retention, and experiences of Australian male dietitians: A cross-sectional online survey.

Male dietitians are under-represented in the global dietetics workforce, including in Australia. This study explores Australian males' experiences as dietitians in the Australian workforce, with the aim to identify influences that initially attracted them to dietetics, as well as barriers that may affect their decision to stay in or leave the profession. A cross-sectional, semi-quantitative web-based survey was distributed to male dietitians using purposive, snowball sampling. Closed and open-ended questions were included. Descriptive statistics were generated, and content analysis of free-text responses identified major themes. Seventy-one respondents opened the survey link, of which 65 respondents attempted the survey. Fifty-four (83.1%) respondents agreed that dietetics is female-dominated. An interest in food and nutrition was the most reported reason for studying dietetics (73.8%). Of the 55 respondents who were not intending to retire in the next 5 years, 15 (27.3%) stated they were somewhat or extremely likely to leave the profession of dietetics. Respondents identified issues that impacted their experiences as a male dietitian, including gender differences, a lack of male role models, barriers to career progression/employment, and perceptions of a lack of respect and impact within healthcare. Australian male dietitians perceive systemic, social, and personal factors that have influenced their career experiences. Greater exposure to prominent male role models may be self-perpetuating in improving male dietitian recruitment and eventually, retention. A multi-pronged approach is needed to improve the rate of recruitment of male dietitians, with a role for tertiary education providers and peak dietetics bodies.

What Does Masculinity Mean?

Abstract In Germany, there has been an ongoing discussion about the boys’ crisis in education, which is linked to the call for more masculinity through male role models so as to positively influence boys. In this article, I explore the conceptions of masculinity of young people in Germany and elaborate on the influence of education and educational institutions on notions of masculinity. To do this, I focus on two in-depth case studies, a boy and a girl who are both aged 16, which I analyze using the documentary method. The cases show that education is to be understood as a gender regime that takes an active part in the production of a binary masculinity. At the same time, they also show that education has the potential to transform masculinity.

Path to success: female leaders in German neurosurgery

Despite advances in gender equality, only 6% of German neurosurgical departments are currently led by women. With regard to their pioneering work and the importance of their role model effect, we aimed at reporting on the career pathways of the present and former female chairs of neurosurgical departments in Germany. We approached current and former female chairs in German neurosurgery and gathered descriptive information on their ways into leadership positions through structured interviews. Data were obtained from 16/22 (72.7%) female neurosurgical chairs, aged between 44 and 82 years. They completed their training within 6.5 ± 0.6 years, and it took them further 14.5 ± 5.9 years between training completion and chair acquisition. Having obtained their chair positions between 1993 and 2020, six (37.5%) of them have retired or changed career tracks. Of ten (62.5%) chairs still practicing, two are directors of university departments. Twelve (75.0%) hold professorships. Nine chairs (56.3%) are married, eight (50.0%) having children. Five chairs reported having experienced gender-based discrimination. Twelve had a male mentor or role model, two had a female role model, while only one had a female mentor. This study characterizes the to date small number of female neurosurgical chairs in Germany and their paths to neurosurgical leadership positions. In future, these should become historical in order to perceive the presence of women in leadership positions as self-evident normality, reflecting our society. However, further analyses comparing paths of both female and male neurosurgical chairs are necessary to explore gender-based differences in achieving neurosurgical leadership positions.

Uwolnić „soul”, wracając do Memphis

The transgressive potential of Elvis Presley’s music and stage persona remains an inadequately explored topic. He was an affective medium which catalysed a moral, racial and social revolution. He was the first beneficiary of emancipatory transformations of sexuality. The narrations and mythologies of rock culture did not problematise Elvis’s art and image transitions – the reasons for his escapes from media stereotypes. The most salient of the medially disjointed images is Elvis’s tenuous identification with the gender role of a male role model imposed upon him. Indeed, rock heroes are to embody the “macho” role. Meanwhile, the most interesting part of Elvis’s musical identity is precisely the ambiguous status of his masculinity in the 1950s and the “non-normativity” of his persona and music in 1960s–70s.

Engaging Older Adolescent Boys Into School-Based Mental Health Workshops: Testing Theory-Based Facilitators and Barriers in Focus Groups.

Untreated mental health problems continue from childhood and adolescence into adulthood, meaning accessible early intervention is essential to reduce long-term negative outcomes. However, there is often a reluctance to engage in mental health treatment, with considerable evidence that young men are less likely to seek help than young women. This original research study aimed to explore four areas of interest around facilitating engagement of adolescent boys to a stress workshop intervention for adolescents in U.K. schools. The areas explored were male role models, destigmatizing language, trust building, and using a transparent and collaborative approach. We also sought to understand the main barriers to engagement. To explore these areas of interest, two focus groups were run, with a total of 12 young men, over two regional sites (London and Bath). Content analysis was used to analyze the data. Participants particularly valued transparency and collaboration as strong facilitators to engagement. Building of trust was the next most popular. Use of role models and destigmatizing language were the joint third most popular methods. The main barrier to help-seeking identified was perceived threat to masculine identity (self and social stigma). Given these novel findings, the factors of transparency and collaboration and building trust as facilitators merit further research, among both adults and adolescents.

Early Socialization of Adolescent Female Student Leaders: Gender Stereotypes, Leadership Purpose, and Role Models

This study was the last part of a four-part dissertation that investigated the early socialization patterns of eight female student leaders in middle and late adolescence from sectarian and non-sectarian schools in Metro Manila, Philippines. Guided by the Developmental Assets Framework, results show themes related to gender stereotypes, leadership purpose, and role models, in addition to themes related to perceived disadvantages and advantages of female leaders. Younger participants' responses reflect a stronger dependence on others, while older participants exhibit a more stable and deeper appreciation of their leadership role, which could be linked to identity achievement. Although all participants identified female role models, more non-sectarian participants identified male role models (brother, father, and uncle) compared to sectarian participants. Overall, one of the most important findings of this study involves participants' critical appraisal of negative gender stereotypes of female leadership. In addition, leadership experiences and socialization show that Generation Z participants' more sustained exposure to positive and more diverse role models from social media may largely explain their critical appraisal of gender stereotypes.

Barriers and facilitators to enrolling in nursing programs as perceived by male students: a qualitative study in the United Arab Emirates.

Despite the cultural challenges and stigma associated with nursing in the United Arab Emirates, there has been an increase in male nursing students. It is therefore important to understand barriers and facilitators that influence their decision to choose nursing education. This qualitative study used purposive sampling to recruit 30 male undergraduate students. Semi-structured interviews were conducted and data were analyzed with thematic analysis. Ten themes were identified that described barriers and facilitators to choosing nursing programs as perceived by male students. Four themes reflected barriers and six themes were identified that encompassed facilitators to choosing nursing programs. For international audiences, our findings could be helpful in enhancing both the recruitment andeducational opportunities for male nursing students. Male students may be inspired to pursue the nursing profession by the presence of men in the profession and favorable male role models. Effort is needed to recruit male role models in nursing schools.

L’art au service du génie féminin, chez George Sand

George Sand remains a modern writer who entirely rejects the idea that a woman does not have the same mental skills as a man. The latter, and according to modern Sandian thought, must stop taking himself for the master of society and stop his misogyny which completely refuses to admit the feminine genius. In fact, for a long time, it was strongly believed that women are incapable of creating. She can only imitate male role models. There, the Sandian thought thwarts this macho spirit and manages to prove the opposite. His heroines are often endowed with real creative power. They do not attach too much importance to the ambient atmosphere which tries relentlessly to take away their self-confidence. Nothing stops them in their quest for social success, especially since they are, like George Sand, perfectly capable of innovating. An innovation that displays unique features within the Sandian universe.

Hidden Identity: A Constructivist Grounded Theory of Black Male Identity Development at Historically Black Colleges and Universities

Identity development models for Black males are limited, particularly within the context of higher education. Within this qualitative study, we used constructivist grounded theory to develop a theory of Black male identity development at historically Black colleges and universities (HBCUs). We were guided by the following research questions: (1) How do the experiences at a historically Black college or university influence the identity development for Black males? (2) What externalfactors influence identity development for Black males who attend a historically Black college or university? Eight Black males participated in this study, each completing series of semistructured interviews. Derived from the interviews, a four-phase identity development theory emerged. The four phases of Black male identity development at HBCUs are: (1) acknowledgment of Black male identity, (2) understanding of differences among Black males, (3) creation of professional identity, and (4) transition into Black male role model. Our theory highlights how HBCUs offer unique spaces for Black male identity development that continues through adulthood. We close with recommendations for practice and future research.