In this article, some of the most important findings of the European research project The Role of Men in Gender Equality (2011-2012) are discussed. This project was the first systematic research study of all European Union member states and associated European Free Trade Association states regarding men and gender equality in the fields of education and paid labor, the involvement of men in care and domestic work responsibilities, men's health, gender-based violence, and men's participation in gender equality policy. The main objective of the study was to gain better knowledge on the role and positioning of men concerning gender equality. A number of themes were emphasized. First, as the situation of men and women in societies is relational,

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The Study on the Role of Men in Gender Equality (2011-2012) shows a remarkable change in men's participation in care for children and domestic work in certain parts of Europe. Especially in Northern countries of Europe, men became more involved in care-giving roles between 2005 and 2010 while in the same period of time, decreases in the men's share were reported, especially from some Southern and Post-socialist countries with low share rates. On the other hand, there has been a growing under-representation of men in professional care work. Data indicate that in the past decade this already heavily feminised sector has experienced a further decline in the participation of men. Based on intersectional analysis, the paper discusses the most relevant factors associated with men's larger involvement in care for children and professional care. The variation of men's share runs both between and within countries, with socioeconomic position as one important variable.

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The paper discusses the phenomenon of the “boy crisis” in education by following trajectories which seek to describe the situation of boys at school in different countries across Europe in its complexity. The current study of the Role of Men in Gender Equality (Scambor, Wojnicka & Bergmann, eds., 2012) offers an international comparison of the situation of boys and outlines major trends related to gender disparities in education across Europe. An in-depth analysis of male early school leavers leads to a deeper understanding of boys and men as heterogeneous social groups. Relations between so called “costs” and “privileges” in education show considerable varieties due to differences between boys, with educational careers being strongly influenced by social class, “race,” and ethnicities as well as migration backgrounds.

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Today, what is called “Gender Mainstreaming” is the main strategy of the European Union to work toward gender equality. The definitions of Gender Mainstreaming explicitly include men, and there have been first efforts to integrate a men's perspective into this strategy. Referring approaches are outlined in this paper, and the respective chances and problems are addressed. Relevant aspects of the discussion in the German speaking countries and some practical experiences within Gender Mainstreaming projects are highlighted, with a focus on Austria. At the moment, an important stream of the discussion refers to the reallocation of paid labor and unpaid caring work among men and women. Thus, this thematic focus is maintained throughout the paper, as an example for a two-edged topic between emancipation and hetero-normativity. Inputs from Northern Europe as the model region concerning gender equality and important international sources from critical men's studies and queer theory are used as reference points.

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