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In this article theories of gender hegemony are utilized to assess how changing norms impact upon the binary construction of gender. Transformed gender ideals have materialized in the figure of the 'empowered' and autonomous yet reassuringly feminine woman. Despite the assimilation of key attributes associated with masculinity this particular expression of idealized femininity does not necessarily rework dominant perceptions of gender difference and their organization into a relation of hierarchical complementarity. Through the review of key empirical studies which have examined identity work undertaken by young women and young men as they negotiate idealized gender norms, this article examines how hegemonic relations are reproduced alongside the production of plural femininities and masculinities. This analysis is discussed in relation to changes associated with a move from a private to a public gender regime, a perceived feminization of the public sphere, and the complication of contradictory gender ideals.

The purpose of this article is to review research on the construction of gender ideology and its consequences. The article begins with a summary of research focused on measuring gender ideology—individuals' levels of support for a division of paid work and family responsibilities that is based on the belief in gendered separate spheres. We describe the ways this concept has been operationalized in widely available data sources and provide a categorization schema for the items used to measure gender ideology. We also review the research predicting gender ideology, focusing on social and demographic characteristics while concurrently examining studies using cross-sectional, trend, and panel data. Finally, this article summarizes research focused on the consequences of gender ideology, both in families and family-related behaviors and in other areas of social life where beliefs about gender are relevant, such as the workplace. We conclude with implications for future research for measurement tools, predictors of gender ideology, and consequences of ideology in individuals' lives.

Many studies have examined Americans' immigration attitudes. Yet prior research frequently confounds multiple questions, including which immigrants to admit and how many to admit. To isolate attitudes on the former question, we use a conjoint experiment that simultaneously tests the influence of nine immigrant attributes in generating support for admission. Drawing on a two-wave, population-based survey, we demonstrate that Americans view educated immigrants in high-status jobs favorably, whereas they view those who lack plans to work, entered without authorization, are Iraqi, or do not speak English unfavorably. Strikingly, Americans' preferences vary little with their own education, partisanship, labor market position, ethnocentrism, or other attributes. Beneath partisan divisions over immigration lies a broad consensus about who should be admitted to the country. The results are consistent with norms-based and sociotropic explanations of immigration attitudes. This consensus points to limits in both theories emphasizing economic and cultural threats, and sheds new light on an ongoing policy debate.

Despite increasing awareness of the importance of gender perspectives in health science, there is conceptual confusion regarding the meaning and the use of central gender theoretical concepts. We argue that it is essential to clarify how central concepts are used within gender theory and how to apply them to health research. We identify six gender theoretical concepts as central and interlinked—but problematic and ambiguous in health science: sex, gender, intersectionality, embodiment, gender equity and gender equality. Our recommendations are that: the concepts sex and gender can benefit from a gender relational theoretical approach (ie, a focus on social processes and structures) but with additional attention to the interrelations between sex and gender; intersectionality should go beyond additive analyses to study complex intersections between the major factors which potentially influence health and ensure that gendered power relations and social context are included; we need to be aware of the various meanings given to embodiment, which achieve an integration of gender and health and attend to different levels of analyses to varying degrees; and appreciate that gender equality concerns absence of discrimination between women and men while gender equity focuses on women's and men's health needs, whether similar or different. We conclude that there is a constant need to justify and clarify our use of these concepts in order to advance gender theoretical development. Our analysis is an invitation for dialogue but also a call to make more effective use of the knowledge base which has already developed among gender theorists in health sciences in the manner proposed in this paper.

Although medical providers rely on similar tools to \"treat\" intersex and trans individuals, their enactment of medicalization practices varies. To deconstruct these complexities, we employ a comparative analysis of providers who specialize in intersex and trans medicine. While both sets of providers tend to hold essentialist ideologies about sex, gender, and sexuality, we argue they medicalize intersex and trans embodiments in different ways. Providers for intersex people are inclined to approach intersex as an emergency that necessitates medical attention, whereas providers for trans people attempt to slow down their patients' urgent requests for transitioning services. Building on conceptualizations of \"giving gender,\" we contend both sets of providers \"give gender\" by \"giving sex.\" In both cases too, providers shift their own responsibility for their medicalization practices onto others: parents in the case of intersex, or adult recipients of care in the case of trans. According to the accounts of most providers, successful medical interventions are achieved when a person adheres to heteronormative gender practices.

The concept of hegemonic masculinity has influenced gender studies across many academic fields but has also attracted serious criticism. The authors trace the origin of the concept in a convergence of ideas in the early 1980s and map the ways it was applied when research on men and masculinities expanded. Evaluating the principal criticisms, the authors defend the underlying concept of masculinity, which in most research use is neither reified nor essentialist. However, the criticism of trait models of gender and rigid typologies is sound. The treatment of the subject in research on hegemonic masculinity can be improved with the aid of recent psychological models, although limits to discursive flexibility must be recognized. The concept of hegemonic masculinity does not equate to a model of social reproduction; we need to recognize social struggles in which subordinated masculinities influence dominant forms. Finally, the authors review what has been confirmed from early formulations (the idea of multiple masculinities, the concept of hegemony, and the emphasis on change) and what needs to be discarded (one-dimensional treatment of hierarchy and trait conceptions of gender). The authors suggest reformulation of the concept in four areas: a more complex model of gender hierarchy, emphasizing the agency of women; explicit recognition of the geography of masculinities, emphasizing the interplay among local, regional, and global levels; a more specific treatment of embodiment in contexts of privilege and power; and a stronger emphasis on the dynamics of hegemonic masculinity, recognizing internal contradictions and the possibilities of movement toward gender democracy.

This article explores the critical role teachers play in the social construction of gender within educational settings, specifically examining the often-overlooked hidden curriculum elements: attitudes toward authority and obedience, socioeconomic expectations and class norms, and gender roles and expectations. The objective of the study was to examine how elements of the hidden curriculum contribute to the social construction of gender in educational settings. By examining how implicit biases, interactions, and pedagogical choices influence students’ understanding of gender roles, this study sheds light on the nuanced ways educators can either reinforce or challenge traditional gender norms. It delves into the concept of the hidden curriculum—those lessons that are not formally outlined in the educational materials but are nonetheless learnt through experience and social interaction. This is a desktop study that employs a qualitative research design, which involves the documentary and thematic analysis of existing scholarly literature, policy documents, curriculum guidelines, and empirical studies. Data sources include peer-reviewed journal articles, educational policy papers, teacher training manuals, and classroom-based research reports. Through qualitative analysis and synthesis of existing research, the article highlights various pedagogical strategies that can empower teachers to consciously navigate their influence in constructing or deconstructing gender identities in the classroom. The findings emphasise the importance of teacher awareness and the need to foster an inclusive culture that promotes gender equity. Ultimately, this study calls for ongoing professional development for educators to better understand their role in shaping societal perceptions of gender and to implement practices that support the holistic development of all students.

We investigate whether attitudes about gender in China have changed across birth cohorts. Using data from the 2010-2015 Chinese General Social Survey (N = 34,588), we differentiate two distinct dimensions of beliefs about gender: gender equality in the labor market (public sphere) and gender roles in the family (private sphere). Both men and women show rising support for egalitarian attitudes about gender in the public sphere across cohorts, even after we control for compositional changes in successive birth cohorts' sociodemographic attributes. In contrast, all else being equal, we observe continued (among women) and even rising (among men) support for traditional ideology about gender in the private sphere across cohorts. Moreover, women hold more egalitarian gender attitudes toward work and family. This gender gap in gender attitudes has widened among the more recent cohorts, due in part to the closing of the gender gap in education and the stronger positive effect of education on gender egalitarianism among women than among men. The results highlight the importance of understanding gender ideology as a multidimensional construct in China. We conclude by discussing the findings in the context of the uneven gender revolution and two-sphere separation in contemporary China.

New institutionalism (NI) may no longer qualify as being ‘new’, but since re-emphasizing institutions as a central explanatory variable in political analysis over two decades ago, it continues to provide scholars with a useful perspective through which to analyse political dynamics and outcomes that shape everyday life. The renewed focus on institutions has rebalanced the structure/agency scales back toward the former without losing important insights about the role and impact of political actors. NI has allowed for greater understanding about the co-constitutive nature of politics: the various ways in which actors bring about or resist change in institutions; and the way institutions shape the nature of actors’ behaviour through the construction of rules, norms and policies.

The authors describe a pedagogical exercise that conveys the multilayered properties of gender to undergraduate students. They propose a simulation that demonstrates the social constructiveness of gender, maintaining that gender should be conceptualized and portrayed as a process, system of stratification, and social structure. The authors begin by detailing the theoretical premises that guide their conceptualization of gender. Next, they move to the simulation exercise they use to demonstrate their conceptualization, furnishing detailed instructions to successfully implement the exercise and providing suggestions to guide class discussions emerging thereof. The authors conclude by detailing the results of an assessment showing the learning gained through the exercise. This article addresses the lacunae in the sociology of gender, created in particular by the limited nature of scholarship on the teaching of gender as a social construction.