The psychology of boys.

Farkas, Timea; Leaper, Campbell

doi:10.1037/14594-017

Cited by 18 publications

(23 citation statements)

References 189 publications

(287 reference statements)

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“…In Western patriarchal cultures, males have more social, relational, and financial power (Walby 1990). Masculine stereotypes are more rigid than feminine stereotypes (Farkas and Leaper 2016;Leaper 1994), and infractions are punished more harshly (Pascoe 2012). Thus, it is unsurprising that males in patriarchal cultures are more gender typical and feel more pressure because they have more to lose.…”

Section: Pressure To Conform To Gender Normsmentioning

confidence: 99%

Investigating the Relation between Gender Typicality and Pressure to Conform to Gender Norms

et al. 2020

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Previous research suggested that gender typicality and pressure to conform to gender norms were unrelated; however, this may have been due to how gender typicality was assessed (i.e., by only comparing the self to one's own gender collective). In the present study, we used a dual identity approach (comparing oneself to both gender collectives: to own-gender and other-gender individuals) to create typologies of gender typicality to examine how similarity to own and other gender collectives might differentially associate with pressure to conform to gender norms. The potentially unique influence of pressure sources (parents, peers, or the self) was also analyzed. Participants were 378 U.S. 6th grade students (48% female; M age = 11.44 years, range = 10-13). Results indicated that male early adolescents felt more pressure than did female early adolescents and that those who felt more similar to own-gender (and less similar to other-gender) felt significantly higher levels of pressure and that the highest source of pressure was the self rather than peers or parents. We discuss how the present research provides insights into who experiences the highest levels of felt pressure to conform to gender norms and suggests that self-socialization plays a strong role in gender development for many early adolescents.

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Section: Pressure To Conform To Gender Normsmentioning

confidence: 99%

Investigating the Relation between Gender Typicality and Pressure to Conform to Gender Norms

et al. 2020

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“…While the prevalent masculine role in our society disheartens boys to succeed in schools, the feminine role urges girls to have satisfactory academic outputs (Farkas & Leaper, 2016; Mickelson, 1989; Orr, 2011). These gender socialization may also result in boys showing disruptive behaviors as well as negative attitudes about school (Farkas & Leaper, 2016; Orr, 2011). In congruence with other empirical research (Harris & Harper, 2008; Schleicher, 2019), some teachers also perceived that boys’ manifestation of disruptive behavior is the norm at this age.…”

Section: Discussionmentioning

confidence: 99%

“…This theory has partly inspired the present research since it integrates gender socialization with views related to the idea of selecting personal and academic pathways (Eccles, 2015). According to research drawing on this theory, teachers tend to socialize boys and girls differently encouraging them to engage in activities and academic pathways congruent with masculine or feminine roles (Eccles, 2015; Eccles et al, 1999; Farkas & Leaper, 2016). For instance, since science and math have been traditionally considered male domains, some teachers tend to more likely encourage boys to engage in different activities related to these two domains (Eccles et al, 1999).…”

Section: Introductionmentioning

confidence: 99%

“…This undoubtedly shapes boys’ and girls’ attitudes toward schooling, along with their interest in the available curriculum subject areas. Compliance with teachers may in turn be related to adopting behaviors that facilitate school success and are related to the female gender role—for example, listening attentively or following directions (Farkas & Leaper, 2016; Schleicher, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Secondary School Teachers’ Views of Gender Differences in School Achievement and Study Choices in Spain

et al. 2021

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This study examines Spanish secondary school teachers’ views of gender differences in academic achievement and study choices. Thirty-six secondary school teachers participated in semi-structured interviews. Most teachers acknowledged that girls had better school performance, particularly in reading comprehension. Some were also acquainted with a higher predisposition to underachieve in boys. However, the teachers used different biology-centered arguments to explain these gender disparities. For many of the participants, that girls matured earlier than their male counterparts facilitates their adaptation to school demands. Likewise, a few teachers argued that the feminization of school favors girls’ adjustment to school demands, whereas a number of them discussed that male adolescents do not consider school to be part of their gender identity. The usual attribution of intellectual abilities and effort to boys and girls was also discussed. In addition, socio-cultural and biological factors were accounted for gender differences in study choices.

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“…What is the dissolution probability when two boys with low own-gender similarity or high other-gender similarity are friends? As boys experience greater pressure to conform to norms (Farkas & Leaper, 2016), boys who feel less gender-typical might experience even greater disadvantages than do girls who feel less-typical. Even though shared experiences of nonconformity could be protective (e.g., serve as a source of homophily), research does not support this.…”

Section: Individual/dyad-level Interactionsmentioning

confidence: 99%

Does gender-bending help or hinder friending? The roles of gender and gender similarity in friendship dissolution.

Nielson

DeLay

Flannery

et al. 2020

Developmental Psychology

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We explored how gender and gender similarity affects friendship dissolution following the transition to middle school. We predicted that both gender and gender similarity (measured by perceived similarity to own-gender and other-gender peers) explain dissolution trends and that less own-gender similarity or more other-gender similarity predicts more friendship dissolution. We considered gender and gender similarity at both the individual and dyad level (reflecting the discrepancy between friends). Participants were 198 students in Grade 6 (42% Latinx, 21% Caucasian, 10% Native American, 8% African American, 2% Asian American, and 17% mixed backgrounds; 77% qualified for free/reduced meals) in reciprocated same-or mixed-gender friendships followed from fall to spring of the academic year. Multilevel multimember logistic regression models, nesting friendships within each participating individual, demonstrated that girl-girl friendships were less likely to dissolve than boy-boy friendships, and mixed-gender friendships did not dissolve more than same-gender friendships. Feeling similar to one's own gender predicted less dissolution, but feeling similar to the other gender did not increase friendship dissolution. There was no support for the hypothesis that feeling similar to both genders (i.e., androgyny) protected against friendship dissolution, nor was there any support for the hypothesis that dyad-level differences in gender similarity would predict dissolution. The discussion focuses on the importance of conducting individual and dyad-level analyses as well as including gender similarity constructs when studying gender differences in friendships and their trajectories over time.

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The psychology of boys.

Cited by 18 publications

References 189 publications

Investigating the Relation between Gender Typicality and Pressure to Conform to Gender Norms

Investigating the Relation between Gender Typicality and Pressure to Conform to Gender Norms

Secondary School Teachers’ Views of Gender Differences in School Achievement and Study Choices in Spain

Does gender-bending help or hinder friending? The roles of gender and gender similarity in friendship dissolution.

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