This study explored adolescent exposure to misogynistic online content and its relationship with endorsement of male role norms and romantic competence, amid growing concern over the influence of misogynistic role models on adolescent views of romantic relationships. A sample of 256 English adolescents aged 14-18 (59% girls, 37% boys, and 4% other identities) completed an online survey. Participants answered 2 items measuring their exposure to, and agreement with misogynistic online content. Validated self-report measures were used to assess distinct components of male role norms (i.e., emotionally detached dominance; toughness; avoidance of femininity) and romantic competence (i.e., initiating relationships; assertiveness; self-disclosure; giving emotional support; resolving interpersonal conflicts). Results revealed that despite similar exposure to misogynistic online content, boys endorsed male role norms more strongly than girls. A significant positive correlation was found between agreement with misogynistic online content and endorsement of male role norms. Agreement with misogynistic online content was positively associated with initiating relationships and assertiveness and negatively associated with self-disclosure and giving emotional support. The findings of multiple linear regression analyses showed that toughness and avoidance of femininity were positively associated with assertiveness, emotional support, and conflict resolution. Simultaneously, emotionally detached dominance was associated with better relationship initiation, but poorer emotional support, self-disclosure, and conflict resolution, particularly for boys.Taken together, these findings suggest that relationship education focused on emotional support and self-disclosure might counteract adolescents' susceptibility to misogynistic online content, and endorsement of male role norms, although longitudinal evidence is warranted to further explore these associations.

The current study examined a growth mindset intervention designed to promote egalitarian gender role attitudes among adolescents during a pivotal stage of their development, since these attitudes may have important implications for their identity development, well-being, and future life decisions. A sample of 181 eighth-grade students (61% female, Mage=13.14, SD=0.42) from six Israeli schools participated in the study. The sample consisted of 49% Jewish and 51% Arab adolescents, including both Muslims and Christians. Adolescents engaged in a two-session intervention that included videos and reflective writing tasks. Pre-and post-intervention, they completed self-administered questionnaires assessing their gender-role mindsets, attitudes toward women, and sexism. After the intervention, there was an increase in growth mindsets and egalitarian attitudes towards women among adolescents, and a reduction in benevolent sexism and fixed gender-role mindsets. Hostile sexism, however, remained unchanged. No significant sex or ethnic differences were found in the effectiveness of the intervention. Gender-role mindsets mediated the association between the intervention and egalitarian attitudes, but not the association between the intervention and benevolent sexism. In conclusion, the findings demonstrate the potential of brief and targeted growth mindset interventions in promoting favorable changes in adolescents’ attitudes towards gender roles. According to this study, despite prolonged gender-role socialization, adolescents from diverse ethnic backgrounds can move towards more egalitarian attitudes and flexibility in gender roles through a rather targeted process. This finding is promising especially in adolescence, when stereotypes are often intensified.

Although lessons about sexism can increase gender egalitarianism in children, teachers often shy away from discussing sensitive topics, such as sexism, in classrooms. We conducted two studies to examine why teachers may not discuss sexism. In a qualitative study with 20 primary teachers, teachers reported not discussing sexism because of the belief that sexism was not an issue, that sexism was unimportant, low comfort and knowledge levels in teaching sexism, and not enough support from parents and schools. Teachers taught about sexism to balance out other perspectives, when they had support from authorities, and when sexism was related to a lesson. Using the themes found in Study 1, Study 2 developed quantitative scales to examine the predictors of intentions to teach about sexism in 233 primary and secondary teachers. About half (n = 121, 51.9%) of the teachers reported having taught lessons on sexism previously. The full regression model, F (14, 215) = 19.24, p < .001, found that teachers had higher intentions to teach about sexism when they felt more comfortable and knowledgeable about teaching sexism, when parents did not approve of their teaching of sexism, and when teachers were younger. We discuss findings from both studies in terms of theoretical and practical implications.

Son preference, the preferential treatment of sons over daughters, is prevalent in many societies, especially those with a patrilineal structure, where the value of male offspring is often emphasized due to cultural, economic, and social factors. This preference has significant consequences, influencing family dynamics, gender roles, and societal structures. Kağıtçıbaşı’s theory suggests that as a traditional society like Pakistan modernizes, there is a shift from economic interdependence to psychological/emotional interdependence, which could lead to a reduction in son preference. This study examines the concept of son preference in Pakistan, focusing on how contextual factors—such as cultural values, living conditions, and socio-economic status—affect its prevalence, within the framework of Kağıtçıbaşı’s Family Change Model. A key aim was to assess whether collectivistic values (i.e. a culture of relatedness), rural residency, and lower socio-economic status are associated with stronger son preference. The sample consisted of 272 university students (125 males and 147 females) from Lahore, including both urban (n=133) and rural (n=139) backgrounds. University students were selected as they represent an emerging generation whose attitudes toward gender and family may reflect ongoing social transformations and could influence future family dynamics. The study examined their own preferences for future children’s gender, rather than their perceptions of their parents’ preferences. Results showed significant differences in attitudes towards family life between urban and rural participants, reflecting the shift from economic to psychological/emotional interdependence. As expected, urban-rural differences in son preference were observed, with socio-economic status and cultural values significantly shaping attitudes towards it. While these findings offer valuable insights into the transformation of son preference and evolving family dynamics in Pakistan within the broader context of modernization and urbanization, the reliance on a student sample limits generalizability. Broader, more representative samples are needed in future research.