Search results

While the global body of knowledge on men and boys' experiences of sexual abuse during childhood has incrementally grown over the last several years, it remains an under-researched area of study. Drawing upon primary phenomenological research with men survivors of child sexual abuse (CSA) in India, in this chapter, I report and discuss findings that explore the gendered meanings that men who have experienced CSA make of their abuse experiences against a backdrop of heteropatriarchal assumptions and expectations regarding masculinity. Specifically, I discuss how effeminophobia – anxiety and disdain regarding feminine-identified behaviors, mannerisms, attributes and presentations among boys and men – is an ingredient and also the product of such meaning making and eventually works as another form of violence against men and boy survivors following the primary experience of sexual violence. More broadly, acknowledging the role of effeminophobia in constructing men and boy survivors' experiences supports the argument that heteropatriarchy is a double-edged weapon that injures women and gender-expansive people disproportionately but also hurts boys and men.

Public service announcements (PSAs) have been shown to be effective instruments that raise awareness, educate society, and change behaviors and attitudes. Many governments and organizations have utilized PSAs on social media to promote online safety among children and youth. However, we have limited understanding of the range of topics that these PSAs address and how they present their content to audiences. This study provides an inventory of the types of online safety topics that current PSAs address and a catalogue of the types of persuasive features employed by PSAs.

A content analysis of 220 YouTube PSA videos on online safety was conducted. Various topics under the umbrella of online safety were identified. Guided by the prospect theory and exemplification theory, different persuasive features employed in the PSAs were sought.

The findings highlight that the primary focus of these PSAs is on online safety behaviors and general instructions on online hygiene. Interestingly, nearly half of the videos employ a neutral frame, while a significant portion provides no evidential support. Additionally, video length was associated with the number of views and likes it gathered but not with the number of comments.

The inventory of PSAs can help researchers, practitioners, and policymakers better understand the type of content being produced and disseminated online as well as identify topics that are either over or under-represented. Further, the catalogue of the types of persuasive features employed by PSAs would be helpful in guiding research, practice, and policymaking in the context of creating effective online safety videos.

In this chapter, we draw on trans-informed theoretical frameworks to provide insights into gender justice and gender democratization in Early Childhood Education and Care (ECEC). Our purpose is to illuminate the systemic impact of cisgenderist and cissexist beliefs which refer to the legitimation of birth-assigned gender identity and what this means for embracing a critical project of gender expansiveness in the ECEC classroom. More broadly, we explicate how our engagement with trans studies informs a critique of existing debates about masculinities, boys and male teachers in the early years. We draw on the work of trans scholars in the first part of this chapter to ground an epistemological basis for our understanding of gender expansiveness and masculinities that challenges a cisnormative framing of gender justice in ECEC. In the second part, we draw specifically on scholars in the field who have been pivotal in elaborating what we understand to be gender expansive identities and what this means for thinking about gender justice in the early childhood classroom. In the third part, we reflect on the pedagogical implications of boyhood sissiness through a trans-informed lens and explicate its implications for understanding boys and masculinities in the early years. Finally, we draw on transgender studies-informed perspectives on masculinity which call for ‘de-essentializ[ing] masculinity as grounded in a cis-male body’ (Gottzén & Straube, 2016, p. 217) and explore their implications for re-envisioning masculinities as a gender-transformative project in ECEC.

The introduction sets out the wider context which led to the development of this volume. I argue that younger children have often been overlooked and under-theorised within Critical Studies on Men and Masculinities (CSMM). Moreover, existing research on childhood masculinities is often siloed in either childhood studies, gender studies or masculinity studies, with little dialogue between these fields. This volume bridges these fields to showcase an international and interdisciplinary body of scholarship that explore the way childhood masculinities in today's world are being negotiated, represented and lived out at the intersection of generational and gendered politics and social change. This chapter ends with an overview of the chapters in this volume and their contributions to wider debates on age, gender and social change.

The purpose of this article is to investigate factors related to the time students spent on remote activities during the coronavirus (COVID-19) pandemic in 2020. Specifically, it analyzes whether the school’s relationship with the family and the guardians’ support are associated with longer study times for children and youth.

This was performed using an ordered logit model on data from two waves of the survey Remote Education in the Perspective of Students and Their Families (PENP) with a nationally and regionally representative sample of Brazilian public school students.

Results show the importance of contact between the school and the family and, to a greater extent, the direct support of parents or guardians. The odds of learners spending more hours studying increase 36% when schools provide guidance for parents and guardians; in turn, when they provide support for students during activities, these odds increase 144%.

Moreover, students spend more time doing school activities in the later years of elementary school, high school and when they attend a state school.

This study investigates the mediating role of parent−adolescent relationships in the impact of family emotional expressiveness on adolescent psychological adjustment. This study aims to elucidate the mechanisms by which positive family dynamics and strong parent−child bonds influence adolescents' psychological resilience and well-being.

The study involved 463 middle school students (241 boys and 222 girls) from Chlef, Algeria. Data was collected using the self-expressiveness in the family questionnaire (SEFQ), the parent−adolescent relationship scale (PARS) and the strengths and difficulties questionnaire (SDQ). Descriptive statistics, correlations and mediation analysis were performed to examine the relationships among family emotional expressiveness, parent−adolescent relationships and psychological adjustment.

The results reveal moderate positive correlations among family emotional expressiveness, parent−adolescent relationships and psychological adjustment. Mediation analysis indicates that parent−adolescent relationships partially mediate the effects of family emotional expressiveness on psychological outcomes, with both direct and indirect effects being statistically significant.

This study contributes to the field of mental health by exploring the nuanced interplay between family dynamics, parent−adolescent relationships and psychological adjustment within the Algerian cultural context. While the quantitative nature of the study limits the depth of contextual insights, the findings underscore the importance of considering family emotional expressiveness and the quality of parent−adolescent relationships in interventions aimed at promoting adolescent psychological well-being. The study highlights the partial mediating role of parent−adolescent relationships, indicating that other factors may also influence the association between family expressiveness and adolescent adjustment. This emphasizes the need for a comprehensive, culturally-sensitive approach that addresses various influences on adolescent development. It should be noted that while the family unit and parenting styles have been extensively researched, this study offers a fresh perspective by focusing on these dynamics within a specific cultural setting.