Conformity to masculinity ideology, a predictor of academic‐related attitudes and behaviors

Abstract

Masculinity ideology is argued to be associated with academic outcomes. However, relatively few studies have examined these associations. This study examines the associations between masculinity ideology and academic skepticism, self‐presentation of low achievement, academic engagement, academic initiative, and self‐regulation, above and beyond academic self‐efficacy, among a diverse sample of urban youth. With a sample of 135 eighth‐grade students from a Northeastern middle school, 5 separate multiple hierarchical regression analyses were used to examine whether students’ endorsement of masculinity ideology predicted the criterion variables above and beyond academic self‐efficacy. The sample was comprised of 54 girls and 74 boys ages 12–14 years (M = 13.14; SD = .37). Results showed academic self‐efficacy significantly predicted academic engagement (B = 1.26; β = .53, p < .001; f2 = .39), academic initiative (B = .98; β = .37; p < .001, f2 = .16), and behavioral regulation (B = .61; β = .24; p < .05; f2 = .09) and explained an additional 8 and 10% of the variance in self‐presentation of low achievement (B = .54; β = .33; p = .001; f2 = .14) and academic skepticism (B = .56; β = .35; p < .001; f2 = .15), respectively, over and above academic self‐efficacy. Gender, which was dummy coded and entered as a covariate, only predicted self‐presentation of low achievement. Findings from this study point to the need to foster positive academic outcomes through bolstering academic self‐efficacy and, perhaps more important, addressing masculinity ideology.

Which Boys and Which Girls Are Falling Behind? Linking Adolescents’ Gender Role Profiles to Motivation, Engagement, and Achievement

“…In addition, conforming to traditional masculine/feminine norms appears to influence boys and girls in similar ways. Adolescent girls who adhere to masculine norms such as restrictive emotionality and physical aggression show lower levels of behavioral self-regulation (Liang et al 2019 ) and school belonging (Huyge et al 2015 ), and young men who possess more romantic fantasies report lower educational aspirations (Rudman and Heppen 2003 ). The present study, therefore, examined adolescents’ adherence to both their own gender’s and the other gender’s norms to understand the complex patterns and implications of gender role conformity among contemporary youth.…”

The Influence of Childhood Trauma and Masculine Ideology on Teacher Ratings of Student Risk Behavior

“…The significant positive association between masculine ideology and academic risk behavior, irrespective of gender, provides some evidence that endorsing higher levels of masculine ideology is a risk factor that may contribute to other negative academic outcomes for students who identify as boys and girls (Leaper et al, 2019; Liang et al, 2019; Yu et al, 2021). One possible explanation for these findings may be that higher endorsement of masculine ideology is associated with less help-seeking behaviors (e.g., Leaper et al, 2019; Rogers et al, 2017b).…”

“…For instance, children with ACEs are at increased risk for mental health and behavioral problems during adolescence (Duke, 2020; Hunt et al, 2017; Lu & Xiao, 2019) and have greater difficulties with emotion regulation, greater behavioral issues, and poorer academic outcomes (Burke et al, 2011; Goodman & West-Olatunji, 2010; Larson et al, 2017; Levine & Kline, 2006). Masculine ideology has also been found to be harmful to the academic, relational, and health outcomes of boys and girls (American Psychological Association (APA), 2018; Charak et al, 2019; Liang et al, 2019).…”

Examining Boyhood Masculinity Within an Irish Context: An Assessment of the Reliability and Structural Validity of the Meanings of Adolescent Masculinity Scale and the Adolescent Masculinity Ideology in Relationships Scale

“…Since their introduction into the literature, the MAMS and the AMIRS have been used to describe conceptualizations of adolescent masculinity. While the MAMS and the AMIRS have been utilized primarily within secondary school and sporting contexts (e.g., Leaper et al, 2018; Liang et al, 2019; Steinfeldt et al, 2012), the AMIRS also has seen use with undergraduate populations (e.g., Giaccardi et al, 2016). Both scales were included in Thompson and Bennett’s (2015) review of masculinity-related measures and are among the only scales designed specifically for the purpose of assessing masculinity in adolescents.…”