Journal articles on the topic 'Masculinity - psychological aspects'

The article examines the different interpretations of masculinity and femininity within the contexts of sociology, cultural studies, and psychology. In sociology, gender roles are considered to be socially constructed and variable, with feminist studies emphasizing the social construction of femininity in the context of gender inequality. In cultural studies, Hofstede views masculinity and femininity as cultural dimensions that influence societal attitudes and behavior. Overall, gender is interpreted as a complex of biological, social, and psychological aspects, which are expressed on a continuum and are often subject to social and cultural reconstruction. In psychology, these characteristics are associated with social and behavioral aspects, rather than with biological sex alone. Gender schema theory highlights that individuals can exhibit both masculine and feminine traits. Psychoanalysis introduces concepts of gender identity and the role of parents in the gender socialization of children.

Masculinity is trait that exist in both male and female. However, masculinity values develop into social constructs affecting various aspects of life, one of which is mental health. It is important to understand how individuals internalize the construct that contributes to their psychological dynamics. This study aims to determine the impact of masculinity construct and the role of mental health literacy on mental health through a literature review. The results show that some aspects in the construct of masculinity, such as self-reliance, dominance, and emotional restraint, inhibit people’s mental health behavior, such as decreasing help-seeking behavior and self-disclosure, and increasing maladaptive coping. However, another study reports that the masculinity construct also affects women as well as men and the related studies remain very limited. It is imperative to improve mental health awareness that is sensitive to the influence of gender roles and its impacts on mental health.

AbstractRecent discussions have connected Nietzsche’s philosophy of masculinity to the return of authoritarian politics. Neoconservative debates about masculinity, and right-wing extremism, explicitly refer back to Nietzsche’s philosophy and often present democratization, a feminization of society, and political correctness as responsible for a weakening of masculinity. One example for this reception of Nietzsche’s writings is Jordan Peterson’s psychological diagnosis of a presumed crisis of masculinity. This article undertakes a comparison of Nietzsche’s philosophy of masculinities with Peterson’s neo-Jungian psychology of masculinity in the context of recent conceptualizations of patriarchy, misogyny, and gendered forms of ressentiment. This comparison will highlight that Nietzsche’s conception of masculinity is more complex, and has philosophically more to offer, than neoconservative ideas about masculinity that onesidedly foreground male strength. Finally it will be pointed out how a Jungian analysis discloses aspects of the Dionysian that are of relevance to contemporary gender studies of Nietzsche’s philosophy.

This study investigates aspects of masculinity that may relate to African American men's health-related attitudes and behaviors. Two hundred and eight men completed measures of traditional masculinity ideology and health-related attitudes and behaviors. Results indicated that after accounting for participants' age, education, income, and employment status, traditional masculinity norms of self-reliance and aggression were associated with behaviors conducive to personal wellness and certain health-related psychological tendencies. Restrictive emotionality was associated with anxiety about one's health and the belief that one's health status is outside of one's personal control. Implications of the findings for the health-related attitudes and behaviors of African American men are discussed.

The aim of this article is to delineate the content of the concepts of traditional gender modes, “masculinity” and “femininity”, in scientific discourse. Method of comparative analysis of alternative interpretations of traditional gender modes is used, on the basis of which a unified approach to understanding masculinity/femininity is formulated. The study identifies key disciplinary aspects of gender mode analysis: biological, psychological, sociocultural, and postmodern. Through the examination of these approaches, a unifying theme emerges that from a sociocultural perspective, “masculinity” and “femininity” are not biological traits or genetic predisposi-tions, but rather social constructs shaped within the society in which an individual develops. Proper socialization should ensure that traditional gender modes remain characteristics of the individual, aligning with their biologi-cal sex through “gendered mentality”. The postmodern approach seeks to dismantle the substantive founda-tions of gender modes, both biological, psychological, and sociocultural–portraying them as relative, contin-gent, and dynamic constructs formed through interpersonal relationships.

It is important to understand the role of social determinants, such as gender, in suicidal ideation. This study examined whether conformity to specific masculine norms, particularly high self-reliance and emotional self-control, moderated the relationship between psychological distress and suicidal ideation for men. The other norms explored were those pertaining to behavioral–emotional or social hierarchy status aspects of masculinity, and whether they moderated the psychological distress–suicidal ideation relationship for men and women. The Conformity to Masculine Norms Inventory, the Kessler Psychological Distress Scale, and the Suicidal Ideation Attributes Scale were administered to an Australian community sample in an online survey ( n = 486). As predicted, higher psychological distress was associated with higher suicidal ideation. Self-reliance enhanced the relationship and was the only moderator among men. High self-reliance levels might be an important indicator of risk, which can be used when assessing and working with men who are hesitant to openly discuss suicidal ideation with clinicians. For female participants, higher endorsement of behavioral–emotional norms and lower conformity to social hierarchy status norms appear to increase suicide risk in the presence of psychological distress. Our findings suggest that high self-reliance is of particular concern for men experiencing psychological distress. It is also important to consider the roles of masculine norm endorsement in the psychological distress–suicidal ideation relationship among women.

Blacks have traditionally experienced a disproportionate burden of diabetes in the United States. Research published from 1980 to 2008 revealed a paucity of diabetes education and management research targeting Black men. There is a paucity of published research that takes into consideration attributes of “being male,” such as masculinity, and how its attributes influence diabetes self-management behaviors. This article discusses three important factors that may help explain diabetes-related disparities among Black men.These factors include absence of consistent sources of health care, lack of health insurance, and the absence of a masculinity perspective in diabetes education and management research. This article offers a gender-centered ecological framework that examines pathways between demographic factors, family functioning, knowledge and psychological health, biological health, behavioral health and medical compliance, masculinity, and diabetes-related outcomes. Recommendations for future research that consider how aspects of masculinity might lead to the identification of gender-based risk factors are presented.

Introduction. This article is devoted to the problem of psychological well-being of the individual in the context of the formation of male identity, which has a socio-cultural character and is derived from the canons of masculinity adopted by the subject. The initial setting of the authors is the idea of multi-variant development of the male identity and consequently the availability of different types of this phenomenon. Some of the existing typologies of masculinity and masculine identity are considered. The arguments exposing the traditional standards of masculinity and the corresponding male identity are given. On the basis of the analysis of scientific primary sources the fragmentary nature of the study of certain aspects of psychological well-being of representatives of traditional variants of development of male identity is shown and the relevance of the study of this phenomenon in subjects with other variants of male identity is substantiated.Materials and Methods. In the logic of the typology of male identity N.K.Radina and A.A.Nikitina and from the standpoint of the concept of psychological well-being K.Riff in line with the emic-approach studied the specificity of the manifestation of the General level and the main components of psychological well-being in representatives of different options for the development of male identity in relation to early adolescence. A comparative analysis of the types of male identity in high school boys from full and incomplete (maternal) families is also carried out.Results. The data confirmed the validity of the assumption that the majority of young men from incomplete (maternal) families are characterized by Patriarchal and hybrid types of male identity, while their peers from full families, along with Patriarchal and hybrid order of magnitude more common alternative options for the development of male identity. It is stated that there are statistically significant differences in the majority of components of psychological well-being in young men with different types of male identity, most of which are recorded in favor of the subjects with alternative and less – Patriarchal options for the development of male identity. In addition, it was found that the highest rates of overall psychological well-being observed in young men – representatives of alternative types of male identity.Discussion and Conclusions. According to the results of the study, it is concluded that it is necessary to soften the traditional norms of masculinity and to give a legitimate status to alternative standards and models of male behavior.

The results of three empirical studies are reported in which the hypothesis is tested that differences in personality variables between the morphophenotype sexes can be explained by psychological sex‐role orientation variables. Furthermore, it was expected that normative sex‐role orientations (measured with the SRO‐S and the AWS‐S Scales) and gender‐related self‐concepts (femininity, masculinity, and androgyny measured with a modified BSRI) explain more variance in personality variables than morphophenotype sex. Besides these sex‐role orientation variables, test and questionnaire data on verbal fluency, spatial reasoning, self‐concept, anxiety, and aggressiveness were obtained in Study I from 50 young adults and their same‐sex parents; in Study II, data on verbal fluency, spatial reasoning, self‐concept, anxiety, and neuroticism were obtained from 120 university students; and in Study III, data on anxiety, locus of control, and Machiavellianism were obtained from 226 university students. The results confirm both hypotheses for the two aspects of intelligence studied, domain‐specific self‐concepts, different aspects of anxiety and aggressiveness, neuroticism, powerful others' externality in locus of control, and Machiavellianism. For all these personality variables the effect sizes of the psychological gender variables were larger than those of morphophenotype sex and reached medium to large values.

This paper addresses some conceptual and practical aspects related to campus inclusion of university students who publicly disclose their gender identity and/or sexual orientation. Across the world, harassment, discrimination and exclusion of LGBTQIA+ students is a sensitive issue. Such undesirable attitudes are based on prejudice and stigma that are rooted in cultural beliefs about traditional gender roles, masculinity and femininity, as well as heterosexism. Harassment and discrimination of students based on sexual orientation and/or gender identity and expression negatively affect their physical and mental health, as well as their efforts to adapt to the demands of academic life. By invoking the universal rights of the human individual, various international organizations (e.g., the United Nations or European Commission) have requested members to adopt an integrated set of measures to sanction and prevent psychological harassment, discrimination and university exclusion of LGBTQIA+ students. There is a need to increase public awareness of the rights of this vulnerable group of students. They can be provided with psychological, social, legal and academic support in various forms. Some measures focused on the inclusion of LGBTQIA+ students on the university campus are presented.

Sport is still understood as a traditional bastion of masculinity that exalts physical qualities such as strength and speed, and psychological traits such as aggression and perseverance, deeming women’s participation undesirable and unnecessary. Nevertheless, women for decades, in strict separation from men or within so-called “women’s sports”, were achieving results worthy of the attention of even the fiercest sceptics. Because of its nature founded in physicality, sport is still relatively seldom the area of political struggle for gender equality, although female athletes have occasionally done more for positive outcomes of that struggle than is acknowledged. In this paper, I discuss the ambivalent nature of sport contributing, on the one hand, to the essentialisation of genders in their differences and the petrification of power relations between them, and containing, on the other, indications of destruction or at least of corruption of the traditional, hierarchically established gender norms. The paper consists of four parts. In the first introductory part, I explain the reasons for concentrating my discussion on formalised competitive sports and approaches I am using. While emphasising the biopolitical aspects of the subject, I start my analysis with the description of a proclaimed guiding principles of contemporary sports contained in the spirit of Olympism. In the second part, I discuss the ontology of sport contained in the ideas of the founder of the modern Olympic Games Baron Pierre de Coubertin and the consequential factors influencing women ‘s participation in sports. These range from the perception of women’s allegedly debilitating physical and psychological traits, through hypersexualisation of female athletes’ body, or the attitude that it is not feminine enough, to the accusations that female athletes harm their health jeopardising, for example, the basic feminine duty – that of motherhood. In the third part, I put de Coubertin’s arguments in the contemporary context emphasising the relevance the concept of hegemonic masculinity has on the contemporary understanding of masculinity and the role of sport in maintaining it. In the last, fourth part, I discuss emancipatory aspects of sports, concluding on their ability to disrupt both essentialised femininity and essentialised masculinity.

Hegemonic masculinity has been especially linked, among other aspects, to unhealthy behaviors and heterosexuality. This study aimed to explore the discourses of masculinities with young Spanish men with different sexual orientations (heterosexuals, bisexuals, and homosexuals), comparing them with the social representations that are put into practice on Instagram. Three qualitative approaches were triangulated to seek a richer comprehension and interpretational level: discussion groups, semi-structured interviews, and an online non-participant observation on Instagram with a total of 26 young men aged between 18 and 24. Results indicate that hegemonic masculinity discourse is still significant when understanding and experiencing young men’s masculinities, promoting behaviors that put their health at risk and generating psychological discomfort, especially among non-heterosexual men. Our findings provide knowledge of the social framework that legitimizes and reproduces male domination in younger generations both online and offline and how this is reflected in men’s health.

The article considers psychological aspects of androgynous, dual human nature promoting harmonious relationship among the people, interaction between feminity and masculinity. The concepts of androgyne, androgynity and androgynization which correspond to cultural and socio-political conditions of traditional, modern and post-modern society are introduced. The article examines the history and evolution of the phenomenon of androgyne in ancient mythology, medieval religious philosophy, modern philosophy, present-day psychological science and practice. The author comes to the conclusion that there are two kinds of psychological androgynity: symbolic and real. The real androgynity became the subject of special psychological researches, caused the renunciation of the symbolic one and can be regarded as an important individual feature and human advantage. The transformation of the concept of androgyne is analyzed: from its interpretation as а first man to divine, ritual, psychological androgyne finally regarded as a "post-gender". The results of the study on "Psychological gender in socio-cultural dimension" conducted under the auspices of the Laboratory for Sociological Researches of MGIMO-University (School of International Journalism) are presented.

Abstract This article examines how Sean O’Casey’s Juno and the Paycock, written in 1924, anticipated the postmodern conception of gender, or more accurately, the postmodern deconstruction of gender as merely repetitive patterns of behavior. The focus is on how the play dramatizes the Foucauldian notion of the death of man in the neurotic and irresponsible behavior of the male characters. Taking the psychological vertical approach in the analysis, the article adds to the scholarly work that has been written about the play, which mostly focused on its sociopolitical and religious aspects. The analysis this article sets forth shows how O’Casey’s representation (or perhaps mal-representation) of male characters was symptomatic of the cultural upsurge that later came to be known as postmodernism. In so doing, the article makes a curious link between O’Casey’s representation of neurotic men and the more recent inception of postmodernism and its deconstruction of gender. This link, in other words, is between neurosis and deconstruction, between psychological disturbances and the much-celebrated postmodern theory that came later. Thus, the article concludes with the peculiar question of how much of postmodern thought was, albeit unconsciously, predicated upon psychological degeneration, especially when it comes to its deconstruction of gender dynamics.

In reference to the work of Michel Foucault and to residual Victorian novelistic features, this essay explores the biopolitical dimension of contemporary televisual dramas, focusing on the popular crime genre as seen in The Sopranos (1999–2007), Breaking Bad (2008–2013), and The Fall (2013–2016). Emphasizing the confessional context of criminality and policing, we demonstrate how such shows rely on the conventions of modern psychological discourse in depicting criminals, thus foregrounding what Eva Illouz in Saving the Modern Soul (2008) has called the “therapeutic emotional style.” By updating aspects of D. A. Miller's conception of the policing plot in The Novel and the Police (1988), we argue that confession in contemporary televisual dramas exemplifies a cultural transition from power as force to power as communication. The ascendance of communicative power pathologizes aspects of masculinity and introduces a new dramatic/narrative device: the therapeutic couplet.

While the profound relationship between human sexuality and diabetes can affect quality of life for both men and women, male sexual health issues in the published literature have primarily focused on physical aspects of erectile dysfunction. The purpose of this article is to move this important discussion regarding aspects of human sexuality and diabetes further to consider the absence of and need for more male-focused research. Attention is given to define and discuss how male perceptions of control and masculinity shape male views on male sex roles. The author offers 4 published explanations to explain factors that influence whether men, regardless of age, nationality, or ethnic group, initiate help-seeking behaviors for sexual health concerns. These explanations can help health care professionals have candid, consistent, and nonjudgmental conversations with their patients and each other. This article concludes with strong recommendations that health care providers engage patients in timely conversations, jointly select and implement tailored treatment options, and, when necessary, link patients with social support systems to maximize improvements in both physical and psychological aspects of sexual health.

Farming is often considered one of the most stressful occupations. At the same time, farming men symbolically represent a strong, traditional, or hegemonic form of masculinity based on stoicism, resourcefulness, and resilience to adversity. A contrast is observed between this social representation and their health status, marked by higher levels of stress, social isolation, psychological distress, and suicide than many other subgroups of men. A salutogenic approach was taken in this study to enable the investigation of the social contexts in which farming men positively engage in health-promoting behaviors that may prevent or ameliorate mental health problems. A focus was placed on how farming men cope with stress on their own, and the relationship of this to their popular image of being resourceful and resilient. Thirty-two individual in-depth interviews with farming men and a focus group with five key informants working in rural areas within the Province of Quebec, Canada, were carried out. Self-distraction and cognitive strategies emerged as the most relevant for participants. Notably, taking work breaks conflicted with the discourse of the “relentless worker” that farmers are expected to be. Pathways to positive coping and recovery implied an ambivalence between contemplation of strategies aligned with negative aspects of traditional masculinity norms in North America and strategies aligned with more positive, progressive aspects of these norms based on the importance of family and work life balance. Health promotion and future research should investigate how various positive masculine practices can be aligned with farmers’ health and well-being and that of their family.

Effective policies and programs for addressing and reducing male violence including intimate partner violence must be informed by an in-depth understanding of biopsychosocial theory. This understanding needs to proceed from the substantial empirical research in the early life development of boys, taking into account the unique vulnerabilities of males and considering the complex inter-mixing of biological, psychological, and sociological factors. Simplistic explanations encoded in the constructs “patriarchy” and “toxic masculinity” have been facilely accepted to explain male violence without rigorous efforts to confirm their validity. The public perception and the policy framing of violence and violent crime maybe influenced by these sorts of constructs. When believed to be either a matter of macro-sociocultural influences or ideologically or ethically aberrant choice, violent behavior is the behavior of men who then deserve only punishment or re-education. Biopsychosocial theory appears to have been broadly resisted or even intentionally misconstrued, with reference to misconceptions about the etiology of violence, the emphasis on punishment over treatment, an ideological reluctance to address empirically established differences between the two sexes, and notably, in policies and programs that address domestic violence perpetration. Several aspects of male development are highlighted which are seldom identified in the underlying biological, psychological, and sociological vulnerabilities of males with regard to violence perpetration. These susceptibilities lie at the base of male violence and must be better understood to effectively address the issue and to design effective interventions.

This research is entitled "Sadism and Masochism, and Their Reflections in Muhammad Mukri's Dragon Novel’’ From this point of view, a novel in general was considered to be a literary genre, which has become a field of expression in many subjects of life. One of these fields, which is reflected in the novel is psychological diseases. In addition to this, stimuli and many other aspects psychological aspects of the characters can be seen in novel. It is important to bear in mind that Muhammad Mukri's Dragon Novel is considered to be a part of the world novels that shed light Kurdish heritage and myths including Anfal and the life of Kurdish refugees as well as the myth and reality in his novel. Besides, he talks about the psychological aspects of mythical and realistic characters in the middle of narrating. Therefore, one of the most courageous subjects in which he has given a wide range of narratives of sexual situations and deviations including the concepts of sadism and masculinity that are reflected mainly in the characters of his novel in terms of the structure and psychology. However, these deviations and sexually transmitted diseases involved in class issues and national differences that constantly have been discussed in the past and now. Based on what has been discussed above, this research is a scientific attempt that has been made to reflect these concepts and the purposes of these characters so that it can be analyzed in terms of their complexity and structure. Moreover, in the first part of the research, such concepts as sadism and masochism as well as their subtypes have been discussed. In the second part, three other different sections about the characters have been introduced respectively. Thus, the third part of the research investigates the concept of unpleasant deviation and its reflections on some of the characters.

In her novel "The Fifth Child", Doris Lessing illustrates the rigidity of a patriarchal society. The analysis of masculinity in this study shows that society as a whole, in addition to its criminal subcultures, are maintained by the masculine law and order, which encourages prejudice against those who do not fit into the norms of society, believe in authoritarian social systems, and favor rational solutions to moral judgments. Therefore, Lessing has fostered the complexities of social relationships between husband and wife from various socioeconomic strata in terms of a crippled child, Ben. Her unbiased insight into the thinking of society’s underprivileged women as well as those who represent the oppressive established society sheds light on various aspects of patriarchy. For this purpose, the current study intends to investigate Lessing’s treatment of women’s alienation and power. It aims to look at psychological conflicts, social alienation, and social status and power through the art of characterization and plot construction.

In the digital age, social media has become a transformative force, reshaping consumer interactions with products, brands, and services. This essay delves into the intricate interplay between cultural factors and consumer behavior within the realm of social media, focusing on a cross-cultural comparative study between Japan and the United States. The study explores consumer behavior through the lens of psychological, social, and cultural influences. It investigates how psychological aspects like motivation and attitudes, as well as social factors such as family and reference groups, are intertwined with cultural dimensions to shape consumer preferences. This essay employs a comparative approach, focusing on Japan and the United States as distinct cultural contexts. By applying Hofstede's cultural dimensions model, it dissects differences in individualism, power distance, masculinity-femininity, long-term orientation, uncertainty avoidance, and indulgence-restraint. The findings reveal significant disparities in consumer behavior on social media between these two nations. Cultural factors profoundly impact user engagement, content resonance, and purchasing decisions on social media platforms. This study underscores the indispensable role of cultural factors in molding consumer behavior in the digital age. Understanding and adapting to cultural nuances are imperative for marketers seeking to effectively engage and influence diverse global audiences through social media channels.

<p style="text-align: justify;"><strong>Objective. </strong>To describe the relations between liking visual representations of male same-sex romance and gender representations of young female fans of BL. <strong>Background. </strong>Nowadays there is a globally spread interest in manga among teenagers. Manga has a vast diversity of styles, genres, and followers. Nevertheless, some heterosexual girls quite often demonstrate stable interest in the manga sub-genre focusing on homoerotic relationships between young &ndash; and frequently androgynous &ndash; male characters. This research has addressed an issue whether heterosexual girls&rsquo; liking for visual representations of male homosexuality in Boy&rsquo;s Love (BL) comics relates to their gender representations. <strong>Study design. </strong>The survey among the members of the Internet Social Media Manga Publics included: description of socio-psychological effects of viewing BL pictures, scaling attitudes towards masculinity ideology, exploration of gender role beliefs and description of femininity concepts. Comparison of the data between BL fans and other members of Manga Publics being acquainted with Boys&rsquo; Love, but deliberately neglecting it. Mann&ndash;Whitney U test, Fisher F test, and Pearson&rsquo;s chi-squared test are used. <strong>Participants. </strong>Russian sample: 140 female respondents 11-45 years old (M=17,95; SD=4,84). Main group consists of 90 respondents 11-45 years old (M=18,88; SD=5,22). Control group consists of 50 respondents 12-27 years old (M=16,79; SD=3,10). <strong>Measurements. </strong>Questionnaire of socio-demographic characteristics. Author&rsquo;s scale of socio-psychological effects of visual representations. Masculinity Ideology in Relationships Scale by J.H. Pleck, F.L. Sonenstein, L.C. Ku. Gendered Personality Characteristics (I.S. Klyotsina). Masculinity and Femininity Questionnaire by T.A. Bessonova &ndash; psycho-semantic version by N.V. Dvoryanchikov for examining individual femininity constructs. <strong>Results. </strong>Girls that fond of homoerotic drawn fictions prefer non-normative gendered traits combinations and give specific interpretation of their femininity. BL followers significantly often describe their femininity with traditionally masculine traits. Gender polarization is weak. Gender identity of female BL fans comply with non-orthogonal conceptualization. They believe that core of gender identity in every human being should consist of gender-neutral characteristics. Male emotionality, represented in homoerotic drawings, arrests attention of all respondents. But BL fans are less likely to perceive men in the light of normative (hegemonic) masculinity. <strong>Conclusions.</strong> Straight girls&rsquo; enthusiasm for BL is grounded in the possibility of apprehending their gender non-normativity/non-conformity within a fictional realty, and in BL manga meta-genre capability to display adequately significant aspects of new non-normative gender practices and ensure their social affirmation.</p>

The article explores the influence of sociocultural factors on demonstrative consumption based on Hofstede's methodology. The aim of the article is to analyze theoretically the impact of the main informal institutions on the behavior of consumers of luxury goods and to identify the most characteristic features of demonstrative consumption for certain types of cultures. The article uses the methodology of institutional and cross-cultural analysis, comparative and statistical methods. The study of demonstrative consumption in different types of cultures was carried out according to Hofstede's six parameters: power distance, individualism - collectivism, masculinity - femininity, uncertainty avoidance, long-term orientation to the future, indulgence -restraint. The study proves that consumer behavior based on the desire to demonstrate status is most characteristic of collectivistic masculine cultures with a high level of power distance, uncertainty avoidance and long-term orientation to the future. In indulgent cultures, compared to restrained ones, people are more likely to buy luxury brands in order to satisfy utilitarian and hedonistic needs. A study of the institutional aspects of luxury consumption in countries with different types of cultures revealed the main characteristics of the influence of sociocultural factors on demonstrative consumption. This study will allow marketers to determine the psychological aspects of consumer behavior from different types of cultures in relation to luxury brands.

The article is devoted to the study of the features of the construction of the gender identity of a female politician in modern political discourse on the material of the nickname the iron lady (German: die eiserne Lady) - the iron lady and its modifications in German, which were selected from various sources: popular online publications of the German presses; German-language Internet sites dedicated to the nicknames of famous contemporary politicians. The study was carried out in line with gender linguistics, which studies the totality of social, cultural and psychological aspects of “female” in comparison with “male”. In the article, the components of the gender identity structure are considered as a manipulative tool in political discourse, gender construction strategies are identified that contribute to the creation of a positive socio-personal portrait of a woman politician. As a result of the study, it was proved that a positive image of a political leader correlates with the sphere of masculinity, however, women politicians tend to compile the features of male and female communication styles in their political activities.

The article is dedicated to the 140th anniversary of the birth of the outstanding scientist, thinker, jurist, public figure, the brightest representative of the Russian religious and philosophical tradition of the 20th century Ivan Alexandrovich Ilyin. Before his eyes, historical events were unfolding that shocked and changed the minds of people. They inspired the scientist to comprehend the archetypal in man: the problems of good and evil, masculinity and femininity, conscience, service, sacrifice, heroism, love for the Motherland, wisdom, holiness. He created a holistic philosophical and psychological concept of personality, permeated not only with a deep interest in a person, but also with internal unity and harmony. The values embedded in it are opposed to the pragmatic-individualistic ones that are universally dominant today. For this reason, attention to the personality and creativity of the thinker increases every year. Multiple public discussions, frequent citations, appeal to his ideas, especially those related to forecasts and theoretical developments regarding the future of Russia, its national tasks, testify to their importance, prospects, and, in the context of the heat of geopolitical conflicts, their super-urgency. The article discusses the philosophical and psychological ideas of Ilyin regarding the problems of a person's spiritual and moral experience, the psychology of communication, the psychology of conflict, legal consciousness, national identity, the psychology of moral and patriotic feelings, the psychology of education and pedagogical psychology, the causes of the spiritual and moral crisis of mankind and the psychological aspects of the exit out of him. The originality and uniqueness of his approach lies in the emphasis on the national, historical identity of Russia.

One of the acute social work issues in Ukraine is the deinstitutionalization of care for orphans and children left without parental care and the introduction of family care models. It is known that the success of such models largely depends on the motivations and values that inspire parents to place children, the socio-psychological characteristics of family members, gender aspects such as the distribution of household workload, the involvement of men in performing housework and care for children and so on. Building on social role theory, we examine gender stereotypes of prospective foster parents in Kyiv, Ukraine. The exploration of femininity and masculinity stereotypes was carried out using the Sex-Role Inventory (Bem, 1974), while the assessment of ambivalent sexism in the attitudes toward women and men was done through using a short version of the methodology of Glick and Fiske (1996). 83 paricipants of the mandatory trainings for prospective foster parents were questioned. Our study reveals that the prospective foster parents hold a biased set of beliefs. Almost a third of respondents’ responses concerning women show high indicators on the femininity scale and concerning men – on the masculinity scale. Also, respondents demonstrate a greater extent of benevolent rather than hostile sexism and describe a generalized image of women and men as androgynous individuals. High levels of hostility to feminism, especially among women, have been reported. Ukraine has all legal grounds for gender equality. Thus, from the intersectional point of view, the study results highlight the impact of culture and social norms on perceptions of gender and gender stereotyping. The paper ends with suggestions on training programs for both prospective foster parents and social workers, enchancing egalitarian family patterns and agency of women.

In the context of the Ukrainian Gogol discourse of the 20th century, the paper analyzes fragments from the unfinished Yurii Kosach’s novel “Seignior Nicolo”, which deals with the history of Mykola Gogol. The researcher focuses on the peculiarities of Kosach’s understanding of Gogol and the worldview analogies of the two writers. The concept of symbolic autobiography is understood as a manifestation of the author’s self through the image and history of the other. Presenting the Roman episode in Gogol’s biography, Yurii Kosach tells his own symbolic story, and this relationship between fictitious and real stories functions as a certain way of the author’s symbolic self-representation in his text and through the text. The incomplete Yuri Kosach’s novel about Gogol is considered in the context of ideological discussions about the national and cultural identity of the writer, as a component of Gogol discourse in Ukrainian literature of the 20th century. The problem of Gogol’s duality, understood in ideological and psychological aspects, manifests a worldview split of Yurii Kosach himself, his own drama. Yuri Kosach’s re-thinking of Gogol’s figure must have been an attempt of destroying two main ideological myths: the Russian-imperial, based on the Soviet, socialist-realist Gogol’s cult, and the colonial one, rooted in the Ukrainian populist tradition. In addition, the paper pays attention to the sources of Kosach’s novel and clarifies the historical and psychological contexts of its creation, as well as its inter- and midtextual relations, both with Kosach’s works and Gogol discourse as a whole. It is argued that in the history of Gogol the writer considered the problem of cultural colonialism, both in the political and psychological aspects, in particular the problem of Gogol’s sexuality, ‘fear of sex’, which is associated with colonial subordination and the loss of masculinity. The main personal manifestation of Gogol in the novel by Kosach is a migrant, i. e. a man without ground, an artist without a motherland. The history of Gogol in Rome is examined through the relation of “Seignior Nicolo” to Gogol’s “Rome”, a comparison of the Roman text in Gogol’s and Kosach’s works

The aim of the study is to contribute to the “well-being, diversity, equity, and inclusion” dialogue of the post-pandemic era. Specifically, we explored the joint effects of biological sex and gender diversity in self-identity on the role demands—work and family conflict relationships. To advance the inclusion of scientific knowledge, the present study was conducted in the cultural context of a Chinese society. We surveyed a sample of 317 Taiwanese employees. We used structured questionnaires to collect data on biological sex, gender identity (self-endorsement on masculinity and femininity traits), work and family demands, work-to-family conflict (WFC), and family-to-work conflict (FWC). We found two sets of significant three-way interactions (sex × femininity × role demands) in predicting work and family conflict. First, for men, identifying with high femininity traits strengthened the positive relationship between work demands and FWC; for women, identifying with low femininity traits strengthened the same relationship. Second, for men, identifying with high femininity traits strengthened the relationship between family demands and WFC; for women, identifying with low femininity traits strengthened the same relationship. Our findings highlight the importance of jointly examining the biological, psychological, and social aspects of gender on the work and family interface. Contextualizing in an Eastern cultural tradition, we put the spotlight on societal pressure on people of nontraditional gender identities.

Linda Hogan is a Chickasaw writer grown up in the Native American Renaissance, who feels much obliged to figure out an effective way of guiding the colonized native people out of ecocide and ethnocide wrought by the Euro-American colonization. As an author wholly drenched in the indigenous cosmology, Hogan bestows great concern on the issue of place in the literary creation, which is a pivotal cosmological element in the native epistemological system and thus can be taken as a means for her to decolonize her people. This paper is to investigate the issue of colonization and decolonization through the lens of place in the register of human geography by exploring the spiritual disorientation attributed to land loss represented in her novel &lt;i&gt;Solar Storms &lt;/i&gt;(1995). Based on detailed textual analysis, it is unfolded that the spiritual disorientation in the Indian community has been overtly embodied in two aspects: native men’s alcoholism and their conceding to white masculinity, and child abuse conducted by women for their suffering from intergenerational trauma, which truly represents the mental or psychological crisis of indigenous peoples triggered by and attendant to the land loss. In conclusion, the decolonizing process in Hogan’s fiction necessitates reviewing the horrible outcome of the native people’s land loss history so as to enhance their recognition of the communal place, stimulate their sense of community and develop new sites and strategies of resistance.

The influence of family upbringing, in particular in particular family archetypes, has an impact on the formation of personality, especially during puberty, affecting various aspects of the mental life, health and behaviour of a teenager, including self-esteem, worldview, vision of one’s own “self-concept” in the world. Consequently, the main purpose of the study is to determine special features of the influence of family upbringing on the formation of adolescents with developmental disabilities. In the course of the study, the “KPQAA” method and Dembo-Rubinstein Method of Selfesteem Measurement were used. According to the results of research, it is determined that the leading archetypes of Animus (male aspect of education) are “Warrior”, “King”, which translate in education not only samples of masculinity (strength, honesty, justice, courage), but also a number of negative aspects, such as rudeness, moral pressure on family members, aggression (physical, verbal, indirect), etc. It is found that the embodiment of the female Anima occurs mainly through archetypal images of “Helen” and “Eve”, which indicates the high emotionality of the parenting process, submission as a model for children raised, honesty. It is confirmed that such female archetypes in the process of educating adolescents with developmental disabilities also translate instability of self-esteem, low self-esteem, rapid changes in desires, interests, a tendency to immorality (deception, flattery, betrayal), etc. It is established that the studied adolescents are mainly characterised by inadequately inflated and underestimated indicators of self-esteem, which is a consequence of the influence of leading archetypal images of upbringing in families. The article describes the influence of the style of family upbringing, interaction of parents with children with developmental disabilities on the formation of personality in general and such components as emotional, behavioural, motivational spheres, “self-concept”, “self-image”, self-esteem, worldview and interaction with modern society. The practical value of scientific work lies in the possibility of further development of effective psychological support for adolescents with developmental disabilities who have problems with the formation of self-esteem

Background. X e growing interest in the historical development of social systems requires an assessment of the possibilities for a quantitative comparison of psychological characteristics in a person and society of diY erent eras. Objective.X e study aims to reveal the structure of social values and features of contemporary images according to verbal and visual texts of the cultures in the past.Methods. Behavior characteristics describing G. Hofstede’s basic cultural dimensions (Hofstede, 1980) were used to encode texts. Psychosemantic assessment of the works of art perception was carried out with the use of a scale based on the multifaceted Five Factor Model of personality by P. Costa, R. McCrae (FFM; NEO-PI-R questionnaire adapted by V.E. Orel et al.) and the scale of individual image perception in media communication by L.V. Matveeva et al. Sample. A) Ancient Greek and Roman texts of 7th c. BC — 4th c. AD, Old Russian texts of 11th–17th centuries, Byzantine texts of 5th–15th centuries and texts of medieval European culture according to the 17th c.— a total of 205 separate texts. B) Visual stimulus material on cultures: Ancient Greece (7th–1th c. BC); Ancient Rome (7th c. BC — 4th c. AD); Byzantium (5th–15th cc.); Russia (11–19 cc.); Europe (9th, 11th–17th cc.) was assessed by respondents of diY erent ages from 14 to 70 (N = 68). Results. Reliability analysis and confirmatory factor analysis generally supported the structure of the W ve-factor model of personality and the basic dimensions of culture by G. Hofstede on the material of historical texts and works of art. X e least stable dimensions are Hofstede’s Masculinity and Openness to Experience factors of the personality model. An exploratory factorial analysis of data on historical texts yielded a factor structure reZ ecting speciW c aspects of Hofstede’s dimensions. In general, the correlations between personality traits and basic cultural dimensions described by G. Hofstede and R. McCraе (Хофстеде, МакКрэй, 2010) are reproduced. X e diY erences mainly relate to the FFM factor “Extraversion”. X e features of social situations described in historical narratives that are not W xed by the characteristics of behavior that describe the basic dimensions of culture according to Hofstede are discussed. Conclusion. X e subdimensions of modern models of personality and cultural values make it possible to obtain a fairly adequate quantitative assessment of the cultures of the past.

As concepções e práticas de saúde e doença estão relacionadas às conjunturas sociais, econômicas, políticas e culturais de cada indivíduo e englobam aspectos individuais, subjetivos, multidimensionais e intersetoriais. O padrão hegemônico de masculinidade distanciou os homens do objeto saúde, contribuindo para a falta de cuidado e escassez de pesquisas envolvendo esses sujeitos. Objetivo: Analisar a influência da masculinidade nas concepções e práticas de saúde de estudantes de um curso superior em saúde. Método: Participaram desta pesquisa 76 discentes homens, que responderam a um questionário semiestruturado. As respostas foram interpretadas nos moldes da análise de conteúdo de Bardin. Resultados: Concepções de saúde associadas às dimensões físicas e psicológicas e à qualidade de vida foram prevalentes. A doença foi relacionada às ideias de desequilíbrio e alteração da normalidade. Concepções de saúde como ausência de doença e vice-versa foram minoritárias. Dentre as ações para manter a saúde e prevenir doenças, destacam-se a atividade física e a alimentação saudável. Quando doentes, 93% dos entrevistados afirmam buscar um profissional da saúde e 71% praticar a automedicação, enquanto as práticas alternativas e/ou complementares ocorrem em menor proporção (32%), bem como as religiosas (20%). Conclusão: Nota-se que entre os discentes o binômio saúde-doença é percebido como fenômeno complexo e multifatorial. Majoritariamente há preocupação com hábitos preventivos e de vida saudável – características de cuidado e noções de saúde que se distanciam do modelo hegemônico de masculinidade e saúde discutido entre pesquisadores(as) desta temática. The conceptions and pratices of health and disease are related to conjunctures social, economic, political and cultural of each individual and include aspects individual, subjective, multidimensional and intersectoral. The patter hegemonic's masculinity distanced men's health object, contributing to the lack of care and scarcity of research involving these subjects. Objective: Analyze the influence of masculinity in conceptions and health practices of students of higher education in health. Method: Participated in those study 76 students men who answered a semi-structured questionnaire. The answers were interpreted along the lines of Bardin content analysis. Results: Health's conceptions associated with physical and psychological dimensions and quality of life were prevalent. The disease was related to the ideas of imbalance and change normality. Health's conceptions as sickness absence and contrariwise were minority. Among the actions for maintain health and prevent diseases, stand out the physical activity and healthy eating. When sick, 93% of interviewed claimed seek a health professional and 71% practices self-medication, while the practices alternatives and/or complementaries occurs to a lesser extent (32%), as well the religious (20%). Conclusion: It is noted what among students the health-disease binomial it is perceived as a phenomenon complex and multifactorial. Mostly there is concern with preventive habits and healthy life – features of care and notions of health what to moved away of patter hegemonic's masculinity and health discussed among researchers of this theme.KEYWORDS: health; masculinity; education, higher. Las concepciones y prácticas de salud y enfermedad están relacionadas con las coyunturas sociales, económicas, políticas y culturales de cada individuo y incluyen aspectos individuales, subjetivos, multidimensionales y intersectoriales. El modelo hegemónico de masculinidad distanció los hombres del objeto salud contribuyendo para la falta de cuidado y escasez de investigaciones que envuelvan estos sujetos. Objetivo: analizar la influencia de la masculinidad en las concepciones y prácticas de salud de los estudiantes de un grado en salud. Método: Participaron de la pesquisa 76 estudiantes hombres, que respondieron a un cuestionario semiestructurado. Las respuestas fueron interpretadas en los moldes del análisis de contenido de Bardin. Resultados: concepciones de salud asociados con las dimensiones físicas y psicológicas y la calidad de vida predominaron. La enfermedad fue relacionada con las ideas del desequilibrio y alteración de la normalidade. Concepciones de salud como ausencia de enfermedad y viceversa fueron minoria. Entre las acciones para mantener la salud y prevenir la enfermedad, se destacan la actividad física y la alimentación saludable. Cuando enfermos, 93% de los encuestados afirman buscar un profesional de la salud y 71% practicar la automedicación, mientras que las prácticas alternativas y/o complementarias se presentan en menor medida (32%), así com las religiosas (20%). Conclusión: Se observa el binomio salud-enfermedad es percibido como fenómeno complejo y multifactorial. Predominantemente existe una preocupación con hábitos de prevención y de vida saludable – características de cuidado y nociones de salud que se distancian del modelo hegemónico de masculinidad y salud discutido entre los investigadores de ese tema.PALABRAS CLAVE: salud; masculinidade; educación superior.

Background: The socially constructed characteristics, qualities and actions of men, women, girls, and boys are referred to as gender. Being a core social determinant, it directly affects attitude and health related behaviour. The variance in exposure to material, psychological, behavioural, and biological aspects is how gender impacts health outcomes. Objectives: To document the knowledge regarding gender equity, violence, sexuality, masculinity and reproductive health. To determine gender wise differences in access to healthcare and perception of one’s own health. Methodology: A cross-sectional study was carried out in the urban health centre field practise area in Surat, Gujarat among 260 youth participants aged 18-24 years. After obtaining ethical approval, participants were selected via convenient sampling technique, written informed consent was obtained. Data was collected through face-to-face interviews maintaining privacy using a pre-tested semi structured questionnaire for a duration of 8 months. Data was entered in excel and analysed using JAMOVI software. Themes were generated for qualitative responses. Results: 147 (56.5%) participants were males. The mean age of the participants was 20.55+2.14. Females had statistically significant higher mean gender equity score (30.90+4.68) than males (26.60+3.27). Significant association was seen for education (p= 0.005) and sibling type (p= 0.005) with gender equity. Negligible positive and significant correlation (r= 0.12) between gender equity scores and total family income. Multiple roles and responsibilities (26.7%) were the major factor identified for perception of health. Conclusion: Results highlight the importance of education and employment in developing high gender equitable attitudes The barriers for accessing healthcare services were varied like autonomy to take decision, monetary problems distance to healthcare services etc. Multiple roles, treatment seeking behaviour and reproductive health were major areas which influenced youth’s perception of their health.

The article highlights the psycho-sexual principles of sexual rehabilitation of military personnel, veterans and civilians with acquired disabilities. In particular, foreign professional publications are analyzed, and statistical data on the level of sexual disorders or changes in people with various injuries and traumas are presented. Attention is also focused on the lack of similar publications and research in the Ukrainian-speaking professional environment. It is noted that in Ukraine, rehabilitation programs for the military and veterans practically do not address a comprehensive approach to the rehabilitation of the sexuality of traumatized persons. The concept of sexuality as a complex combination of biological, social, psychological and other factors that encompasses human existence throughout life is explored. The spheres in which sexuality is manifested and experienced in all its uniqueness and individuality are highlighted. The high clinical significance of conversations about sexuality throughout the recovery process is noted, which should include both conversations with professionals of helping professions who should initiate such discussions and conversations within a couple or in support groups. The peculiarities of the impact of disability and trauma on sexual functioning, including the influence of false beliefs that can form a prejudiced attitude towards disability and sexuality, are outlined. The author emphasizes the high level of sexual problems that arise after surgical interventions against the background of misinformation or emotional experiences. In addition, the sexual functioning of a couple with a person with a sudden disability can be affected by a set of psychosocial factors, such as changing roles in relationships, general difficulties associated with the treatment and recovery process, depression, anxiety, changes in self-esteem or fatigue. Attention is drawn to the need to rethink one's own sexuality, ideas about masculinity and femininity, the formation of new sexual scenarios that would include the fact of disability, as well as a general expansion of the view of intimacy, which would move away from the widespread perception of sex as exclusively penile-vaginal contact. The article also highlights a wide range of aspects that may require therapeutic intervention when restoring the intimate life of a person who has suddenly become disabled.

A characteristic feature of teenagers is their desire to achieve high sports results. They tend to set high goals for themselves. The most important quality of the “sporting character” is determined by strong-willed qualities. The process of forming strong-willed personality traits is very complex and proceeds throughout the evolutionary stages, but its strengthening is the main goal that needs to be achieved. The concept of personality quality in sports reflects the result of the athlete’s goal achievement process, in which principles, values and social norms encourage them to act consistently. The will to win can be defined as a path to achieving personal mastery and success in sport. The purpose of the study is to identify and systematize the prevailing strong-willed qualities of the personality of adolescents and to identify their influence on achieving sports success. The research base is International Gymnasium “Skolkovo”, Moscow. The sample is 124 students from 12 to 14. The empirical research methods are the study and generalization of pedagogical experience on the problem of the research, questionnaires, interviewing. The study showed a significant positive relationship between strong-willed qualities, motivation and achievement of sports success. We have identified the following character traits that allow teenagers to get high sporting achievements: ambition, resilience, stress resistance, masculinity, discipline, dedication, conscientiousness, perseverance, purposefulness, responsibility. The upbringing and development of strong-willed qualities of young athletes is based on general rules: it is necessary to prepare young athletes for athletic excellence, providing optimal, stable results, improving both physical conditions and technical, perceptual and emotional aspects of training; to set specific and measurable goals individually for each athlete; there should be feedback on the fulfillment of goals; a combination of theoretical and practical training is a very effective method of teaching motor or perceptual skills in sport in changing conditions; it is necessary to constantly achieve results in training and evaluate them. The analysis of the results of the study helps to clarify the relationship between personality traits, involvement in sport and sports success. The success or failure of athletes depends on a combination of many factors: physical, tactical, technical and psychological. Therefore, there is a need for a holistic approach to the development of adolescent athletes. To do this, it is necessary to create optimal conditions for holistic development through a combination of sports and education.

Last year we successfully introduced the Kindle and other portable devices to the Journal of Jungian Scholarly Studies. This year's Journal continues those formatting choices. As guest editor of this year’s journal I have the pleasure of introducing the four essays included in this volume. This year we have many good contributions building off of the 2015 JSSS conference on Nature and the Feminine: Psychological and Cultural Reflections that was held in Edmonton, Canada. The first paper in this year's Journal is by Elizabeth Nelson in which she connects a Jungian interpretation of the Homeric Hymn to Demeter with “a ritualized enactment of the central Eleusinian mysteries using the principles of authentic movement.” Through this practice she is able to approach Homer’s writing with a fresh perspective that interprets the reciprocal relationship between Hades and Persephone as generative, leading to the abundance of the underworld. What is particularly important about Elizabeth's paper is her effort to discuss movement as a means of interpreting myth. While necessarily approached experimentally, the use of movement in this manner offers room for future innovation. The second paper in this year’s journal is by Matthew Fike who explores Jungian themes in Doris Lessing’s novel Briefing for a Descent into Hell. He begins by describing what is known about Lessing’s modest appreciation of Jung and then suggests that she drew more on Jungian elements than has been previously recognized. Fike focuses on the extent to which Lessing likely was well versed in Jung’s Memories, Dreams, Reflections, which she used to portray her character “Charles Watkins’s descent into madness and return to sanity.” In his analysis Fike compares Jung’s actual experience of encountering the unconscious to Lessing’s description of Watkins’s. And, as you will see, the comparison is detailed and convincing. The third paper in the journal is by Inez Martinez who explores the way in which Isak Dinesen, in her short story “Blue Stones,” is able to reanimate the material world. Martinez connects these efforts to Jung’s interest in literature as a compensatory force for what a culture denies. She also traces the unintended consequences of Jung’s use of “deformed rather than perceived images,” in how they diminish “the material aspects of synchronicities.” Martinez encourages us to reconsider these aspects as a way of helping to heal an illness of our time, that is, the way in which our loss of the liveliness of matter has led to our being possessed by materialism. By connecting us to Dinesen’s writing, Martinez offers an example of literature as healing, as activating a reanimating power of the objective psyche. I’m pleased to introduce the fourth paper that has been written by Halide Aral from the University of Çankaya in Turkey. She analyzes “how heroic masculinity and Christianity, due to their negative attitude toward the feminine, problematize masculine individuation.” Using Jungian thought to guide the development of this thesis, Aral examines the characters of Romeo and Mercutio in Shakespear’s Romeo and Juliet. In this paper Aral makes a good case for the difficulties of masculine individuation, the necessity for it to include an integration of the feminine, and the lost opportunities when the femine is not integrated. Peter T. DunlapGuest Editor

The purpose of this article is to analyze the evolution of the concept of gender in social knowledge and the humanities. The term «gender» encompasses biological (sexual), psychological, social, cultural, symbolic aspects of human life. Even before the introduction of this term into scientific publications in the 1960s, the phenomenon itself was discovered in three types of knowledge: in psychology and psychiatry when studying various forms of sexuality and sexual identity, in anthropological and ethnographic studies, and in the feminist philosophy of culture. This largely determined the main directions in the study and understanding of gender for several decades. The theory of socio-cultural construction of gender played the main role. It developed in parallel with other critical and constructivist scientific concepts, which in no small part led to its adoption by «academics» and the inclusion of the gender perspective in the body of scientific research. However, along with the development of postmodern feminist philosophy, the concept of gender undergoes redefinition. The constructivist model of gender is displaced by the performative concept of Judith Butler. She argues that not only gender but the biological sex does not exist outside the cultural framework and power discourse. The binary matrix of gender, gender identity and heterosexuality is approved within the framework of the dominant discourse with the help of various regulatory actions (performatives). Butler rejects this model because she claims that bodies, sex and gender identity have different configurations. The performative concept of sex was actively used in the queer project, as it provided justification for rejecting the normative binary concept of femininity and masculinity and the corresponding heterosexuality. Today, queer includes political movement, research, art, and discursive deconstruction of normative heterosexuality. The variant of mosaic nature, hybridity and relativism of identity proposed in the queer project destroys the possibility of social and political transformations in the sphere of gender equality. Instead, queer activists advocate an elusive equality of opportunity to try on different identities at one’s own discretion. At the present stage, the theoretical radicalism of queer makes the development of new social programs unlikely, while they appear to be necessary. In contrast, gender theory (in its feminist, constructivist, and cultural-symbolic modes) has had a significant scientific and social impact. The use of the gender perspective in social knowledge and the humanities has provided better understanding of the individual and society. The principle of achieving gender equality has been accepted by the world community and has become part of many programs at the international and national levels. However, the problems in the understanding of the relation between sex and gender, discovered in performative and queer theory, become significant against a background of spreading biotechnologies (from sex reassignment surgeries to assisted reproduction). This requires wider research and further discussion among different schools.

The paper presents Foucault's rich philosophical thoughts and analyses on various fields in the historical and cultural settings, and how his ideas are critiqued by feminists of various movements. Although his analyses are really productive and helpful for many feminists in pursuing their studies and activities, yet there are also many critics coming from the feminist group that Foucault's analyses are so androcentrism, namely centralized too much on man (patria potestas), as if woman is identical with man physically and psychologically. Foucault therefore is seen as "gender blindness" as he does not analyze enough women in many different aspects, e.d., masculinity and femininity (gender).

Background: Although female sexual function can be affected by many psychological, interpersonal, and sociocultural factors, limited studies have focused on the relationships between this construct with some concepts such as women’s attitudes toward menstruation and perception from their gender role. Objective: To investigate the association between gender roles and attitude toward menstruation with sexual function among Iranian reproductive women. Materials and Methods: An observational cross-sectional study was carried out on a group of 164 Iranian women referred to the health centers of Torbat Heydariyeh, between August and December 2018. All eligible women filled the female sexual function index (FSFI), Bem Sex Role Inventory, and Menstrual Attitude Questionnaire. Results: The result showed that the total FSFI score was significantly higher in masculine and androgynous gender role groups than women with undifferentiated gender role (p = 0.014, and p = 0.012, respectively). Nevertheless, androgynous women had better sexual arousal than undifferentiated women (p = 0.013). Significant reverse correlations were observed between the perception of menstruation as a debilitating, bothersome, and predictable event with a total score of FSFI and all subscales except lubrication (p = 0.001). In contrast, there was a positive relationship between denial of any effects of menstruation with total FSFI and all its sub-scores except lubrication (p = 0.001). Conclusion: This study highlighted the role of masculinity and androgyny gender role stereotypes and menstrual attitude in the sexual function of heterosexual women. Future studies are needed to explain how these psychological contexts contribute to different aspects of women’s sexuality. Key words: Menstruation, Gender roles, Sexual behavior.

Abstract Penile cancer (PC) mainly affects lower socioeconomic groups and those with less education. Patients who develop PC often experience symptoms for months before consult a urologist. The delay of the treatment affects the severity of the prognosis. Penectomy is still the best treatment available. This study aims to understand the meaning of the experience of patients who had PC and underwent partial or total penectomy treatment. Patients were approached and invited to participate. Upon acceptance, the nature of the research, objectives and all ethical precautions were explained. All patients were seen by the same psychologist. The technique used was the open interview. We interviewed 7 patients who had and treated penile cancer with partial or total penectomy. Data were collected through recording. Data processing followed the following steps: literal transcription of the interviews; description of interviews in formal language; first reduction seeking the meaning of the reported experiences; listing of the units of meaning of each of the interviews collected. The next step was to specify what is common in the interviewees stories in relation to their lived experience. It is possible to see that CP is a debilitating experience for those who live it. QoL is affected, as is the experience of masculinity itself. It is a very uncomfortable experience, both before and after the treatment. The patient with CP lives with the symptoms for a long time before seeking a solution. It is concluded that the PC has multiple variables, and the number of reports that talk about how difficult it was to reach at the diagnosis, not only due to the patient's own denial of symptoms, but also due to the inefficient care received in countless consultations, brings the reflection on the quality of knowledge of the professionals who provide assistance to this population in relation to PC. Financing CAPES.

This study seeks to explore the gender – specific impact of post-9/11 terrorismacts inPakistan, with a particular focus on the parents of the children killed in the terrorist attacks on Army Public School in Peshawar, in 2014. The paper dwells deep intoexploring how the parents have been impacted and examines the many ways by whichthe victims have devised coping strategies in response to traumatic events. This studyuses Galtung’s structural violence theory as a theoretical framework to examine the psychological impact on the parents, with structural violence in this context referring topost-9/11 terrorism acts in Pakistan. This study adopted a sequential exploratory design. By using a stratified random sampling technique, a total of 216 participants were selected, comprising 133 Direct Victims and 83 Indirect Victims. Data collectioninvolved a mixed method approach - both quantitative and qualitative analyses. Primarydata was collected through structured interviews and a standardized questionnaire called Lieber’s scale of Post-Traumatic Stress Disorder (PTSD) to measure the level of post-traumatic stress. Subsequent processing and tabulation followed by statistical examination to assess the psychological impact of post-9/11 terrorism in Peshawar. Finding indicates that the symptoms of PTSD were still evident among all participants even after nine years of terrorist attack. Participants who were directly exposed totrauma displayed more symptoms of psychological distress as compared to those whowere indirectly exposed. The results also indicate a surprising and rather significant development in gender focused research with male parents exhibiting significantly highlevel of PTSD in comparison to women victims. Observations from the primary data showing men demonstrating higher level of PTSD, brings interesting propositions togender research, where explorations around the social and psychological aspects of masculinity, and the multifaceted roles played by men around gender empowerment may prompt intriguing inquiries into gender research. Furthermore, it is recommendedthat future research must focus on factors that should not only identify the optimal timing for PTSD treatment, but also explore factors that can bring natural recovery. Moreover, the research also facilitates the policy recommendation for development work as well as those agencies including, the government, local and international aidorganizations working in the areas affected by violence.

Abstract This article brings together temporality and gender in the refugee process and examines how refugee determination bodies and courts have interpreted gendered threats, as a specific form of intimate partner violence. A case law review of jurisdictions (that include Australia, Canada, New Zealand, and the UK) is conducted, revealing a flawed temporal phenomenon where decision-makers have focused primarily on the exogenous aspect of threats, namely, whether there is a real chance of a threat being actuated in the future, and have largely failed to assess the endogenous, psychological dimension of the threat, that encompasses past, present, and future aspects of time. The practice of treating threats of violence as a potential future harm rather than an already occurring harm exhibits an obvious privileging of the future over the present that is not rooted in the empirical evidence on intimate partner violence. Further, the predominant focus by decision-makers on isolated future events as harm fails to accommodate the broad temporal dimensions of systemic intimate partner violence, best suited to a predicament-based model of being persecuted. This article explores the temporal shortcomings and gendered interpretations that underpin this erroneous practice in case law, finding that the temporal governance of refugee law is still largely shaped by the male gaze and conceptualisations of masculinity and femininity, which contributes to the limited recognition of threats as a form of harm in themselves.

Orientation: This study explores individual stories of trauma and their dissonance with the official, dominant discourse on trauma in the South African Police Service (SAPS) from a systems psychodynamic perspective.Research purpose: The purpose of the research was, firstly, to explore how trauma experienced by South African Police Service members is constructed or ‘talked about’ and made sense of. Questions and issues that are considered relevant to the primary purpose are: which aspects of the working environment do members consider to be the most stressful, traumatic and difficult to cope with, and what is the effect of the change and transition processes on members’ working experiences?Motivation for the study: The authors set out to explore the role of systems psychodynamics in the experience of trauma and stress in the SAPS.Research design, approach and method: Through this qualitative, explorative, social phenomenological study, contributing circumstances and processes are included as additional discourses in an attempt to deepen understanding. The epistemology viewpoint of the study is found in the social constructionism and the data comprise 15 essays by members of the SAPS, all of which have been analysed from the perspective of systems psychodynamics.Main findings: Although the effect of trauma on police officers can never be negated, the way in which they deal with trauma seems to be different from what was initially believed. Further, their experience of stress is not solely the result of traumatic experiences but rather the result of traumatic experiences and systems psychodynamics operating within their organisation – which includes both organisational stressors or dynamics and transformation dynamics.Practical/managerial implications: The history of psychological trauma indicates that constructions of traumatic stress are strongly related to cultural, social and political circumstances. Current psychoanalytic thinking emphasises the meaning of the real occurrence, which causes trauma by changing the person’s experience of the self in relation to self-objects. Practical implications are the loss of the supportive subculture of the police, the loss of masculinity, as well as the loss of the power to be competent and meaningful. Furthermore, feelings of being overwhelmed, powerless and helpless generate anxiety and may have a significant impact on officers’ self-esteem and impede their feelings of omnipotence and invulnerability, which are necessary to cope in the policing environment.Contribution/value-add: The current study found various traumatic and systemspsychodynamic factors and processes to be anxiety-provoking as a result of exposure to trauma. Without a supportive social group the anxiety becomes uncontained and unmanageable.

Explorations of the intersecting terrain between the resources (or mining) sector and gendered socialisation are gaining currency (Laplonge and Albury; Lahiri-Dutt). Some argue that mine workers and their families are particularly vulnerable to divorce, suicide, drug and alcohol abuse, injury, violence and worksite conflict, mental health struggles, financial over-extension, isolation, and loss of familial and community connection (Ashby; Paddenburg 14). Others contradict anecdotal evidence to support these concerns (Clifford 58; BHP Billiton 11-5). Substantive research on the emotional cost of mining remains sparse and contested (Windsor 4). Of concern to some, however, is that mining companies may be placing pressure on employees to generate a profit (Brough 10), while failing to acknowledge the cost of “hypermasculinised” mechanisms of domination that characterise mining cultures (Laplonge, Roadshow). I refer to these characteristic mechanisms of domination throughout this paper as “malestream norms” (O’Brien 62). In this paper, I argue that mining cultures have become prime examples of unsustainable practices. They forfeit relationally and ecologically sensitive modes of production that would otherwise celebrate and indeed prioritise a holistic level of care for the Earth, mining cultures, work colleagues and the self. Here, the term “sustainable” refers to a broader spectrum of social, cultural, psychological and ecological needs of mine workers, mining culture, and the environment upon which mining profits depend. I posit that mining communities that tend to the psycho-social needs of mine workers beyond malestream norms are more likely to implement sustainable mining practices that are not only considerate of the broader needs of mine workers, not only profitable for mining companies, but care for the Earth as well. Granted, employee assistance mechanisms do include substantial support services (such as health and wellness programmes, on-site counselling and therapy, mining family support networks, shorter rosters, improved access to family contact from site, etc.). However, these support services—as they may be offered by individual mining companies—do not adequately address the broader psycho-social impact of mining on mine site communities, the relational integrity of mine workers with their families, or how mine workers are faring within themselves in light of the pressures that abound both on-swing and off (Lahiri-Dutt 201). Discussions of a “softer” approach to mining fail to critically analyse malestream norms (Laplonge, Roadshow). In other words, attempts to make mining more sustainable have at-best been superficial by, for example, seeking to increase numbers of women on-site but then “jamming” these new women into cultures of hypermasculinism in hopes that a “trickle-down affect” of softening mining communities of practice will ensue (Laplonge, "You Can't Rely"). A comprehensive approach to sustainable mining practices must begin with deeper psycho-social care for mine workers (both women and men), and shift mining culture towards environmental care as well—an approach to mining that reflects a holistic and integrated model for pursuing profitable company development that is more caring than is currently the norm throughout the corporate world (Anderson). To accomplish this, we must specifically challenge malestream norms as they manifest in mining (Laplonge, Roadshow). In response, I introduce ecological masculinism as a relational approach to softening the malestream norms that pervade mining. To begin, it is recognised that mining masculinities—like all practices of masculinity—are pluralised social constructions that are not fixed but learned (Connell). Ecological masculinism is explored as a path towards fresh systemic practices that can steer men in mining towards masculine identities that are relationally attuned, emotionally articulate, and environmentally aware. It is argued that the approach to mining masculinities introduced here can help the resources sector become more sustainable for men, more conducive to greater numbers of women, more profitable for mining companies over longer periods of time, and gentler on the Earth. Where Are All the Ecomasculinists in Mining? Ecology as a science of relationships can serve as a guide towards the order that emerges among complex systems such as those that pervade mining (Capra). I suggest that Ecology can assist us to better understand and redefine the intricacies of gender dynamics in mining. It would be easy to presume that Ecology is oppositional to mining. I argue that to the contrary, the relational focus of Ecology has much to teach us about how we might reconfigure malestream norms to make it possible for mining cultures to demonstrate deeper care for others and the self at work and at home. An ecological analysis of malestream norms (and their impacts on Earth, community, others and the self) is not new. Richard Twine initiated some of the earliest explorations of the intersecting terrain between men, masculinities and the Earth. This discourse on the need for an “ecologisation” of masculinities grew out of the “broad church” of ecological feminism that explored so called Logics of Dualism that malestream norms construct and maintain (Plumwood 55-59). For more than 40 years, ecological feminism has served as a specialised discourse interrogating the mutual oppression of women and Nature by the male-dominated world. In his contribution to the Essex Ecofem Listerv, Twine posted the following provocative statement: Where are all the ecomasculinists? … there does not seem to be any literature on how the environmental and feminist movements together form a strong critique of the dominant Western masculine tradition. Does anyone know of any critical examinations … of this position, particularly one that addresses masculinity rather than patriarchy? (Twine et al. 1) Twine highlighted the need for a new discourse about men and masculinities that built on the term “ecomasculinity.” This term was originally coined by Shepherd Bliss in his seminal paper Revisioning Masculinity: A Report on the Growing Men's Movement (1987). I suggest that this intersecting terrain between Ecology and masculinities can guide us beyond the constraints of malestream norms that are entrenched in mining and offer us alternatives to mining cultural practices that oppress women and men as well as the environment upon which mining depends. However, these early investigations into the need for more nurturing masculinities were conceptual more so than practical and failed to take hold in scholarly discourses on gender or the pluralised praxes of modern masculinities. Coupled with this, the dominating aspects of malestream norms have continued to characterise mining cultures resulting in, for example, higher than average injury rates that are indicators of some negative consequences of a hypermasculinised workplace (Department of Health, WA 18; Laplonge, Roadshow). Further, the homophobic elements of malestream norms can give many men cause to hesitate seeking out emotional support if and where needed for fear of peer-group ridicule. These are some of the ways that men are subject to “men’s oppression” (Smith; Irwin et al.; Jackins; Whyte; Rohr), a term used here not to posit men as victims but rather as individuals who suffer as a result of their own internalised sense of superiority that drives them to behave inequitably towards other men, women and the Earth. Men’s Oppression Men’s oppression is a term used to illuminate the impact of malestream norms on men’s lives. Richard Rohr noted that: Part of our oppression as men ... is that we are taught to oppress others who have less status than we do. It creates a pecking order and a sense of superiority. We especially oppress racial minorities, homosexuals, the poor and women. (28) Men’s oppression is harmful to men, women and the ways that we mine the Earth. It is consequently of great importance that we explore the impacts of men’s oppression on mining masculinities with an emphasis on deconstructing the ways that it shapes and maintains malestream norms in mining culture. Men’s oppression pressures men to behave in ways that can constrain the spectrum of permissible behaviours that they adopt. Men’s oppression is ego-driven, based in comparing and competing against each other and pressure them to work tirelessly towards being better, higher, stronger, more virile, smarter, richer, more powerful, outwardly composed and more adored by others through status and material wealth often acquired at the expense of others and indeed the compromising of their own capacities to care for others and the self. These products of malestream norms validate an inner sense of feeling good about oneself at the expense of relational connection with others, including the Earth. As mentioned previously, malestream norms enable men to acquire socioeconomic and political advantages. But this has occurred at what has proven to be a terrible cost for all others as well as men themselves. Many men, especially those most strongly immersed in malestream norms, don’t even know that they are subject to this internalise superiority nor do they recognise it as an oppression that afflicts them at the same time and through the same mechanisms that assures their primacy in a world.. Notably, the symptoms of men’s oppression are not unique to mining. However, this form of oppression is intensely experienced by miners precisely because of the isolated and hypermasculine nature of minthat men (and increasing numbers of women) find themselves immersed in when on-site. Unfortunately, perceiving and then countering men’s oppression can undermine men’s primacy (Smith 51-52). As a consequence many men have little reason to want to take a stand against malestream norms that can come to dominate their lives at work and home. But to refuse to do so can erode their health and well-being and set them on a path of perpetration of oppressive thoughts, words and deeds towards others. Pathways to Ecological Masculinism The conceptual core of ecological masculinism is constructed on five precepts (that I refer to as the ADAMN model). These precepts help guide modern Western men towards greater care for others and the self in tangible ways (Pulé). Accompanying these precepts is the need for a plurality of caring behavioural possibilities for men to emerge. Men are encouraged to pursue inner congruency (aligning head with heart and intuition) as a pathway to their fuller humanness so that more integrated and mature masculinities can emerge. In this sense, ecological masculinism can be adapted to any work or home situation, providing a robust and versatile model that redresses gendered norms amongst mining men despite the diversity of individuals and resistances that might characterise some mining cultures. The ADAMN model draws on the vernacular encouragement for men to “give a damn” about all others and themselves. The five key instructions of masculine ecologisation are: A: Accept the central premise that you were born good and have an infinite capacity to care and be caring D: Don’t separate yourself from others; instead strengthen and rebuild your sense of connection with others and yourself A: Amend your own past hurts and any you have caused to others M: Model mature modern masculinity. Construct your masculine identity on caring thoughts, words and actions that nurture the relational space between yourself and others by seeking a life of service for the common good N: Normalise men’s care; support all men to show their care as central features of being a mature modern man Collectively, these key instructions of the ADAMN model are designed to raise men’s capacities to care for others and the self. They are aspects of ecological masculinism that are introduced to men through large group presentations, working with teams and at the level of one-on-one coaching in order to facilitate the recovering of the fuller human self that emerges through masculine ecologisation. This aspect of ecological masculinism offers tangible alternatives to malestream norms that dominate mining cultures by subverting the oppressive aspects of malestream norms in mining with more integrated levels of care for all others and the self. The ADAMN model is drawn as a nested diagram where each layer of this work forms the foundations of and is imbedded within the next, taking an individual man on a step-by-step journey that charts a course towards a heightened relational self and in so doing shifts the culture of masculinities within which he is immersed (see Figure 1). Trials of the ADAMN model over the past three years have applied ecological masculinism to groups of miners, at first in larger groups where hypermasculinised men can remain anonymous. From there masculine ecologisation drills down into the personal stories of individual men’s lives to uncover the sources of individual adherence to malestream norms—interrogating the pressures at play for them to have donned the “armour” that malestream norms demand of them. Stepping further towards the self, we then explore group and team dynamics for examples of hypermasculinism in the context of its benefits and costs to individual men’s lives in a support group type setting, and finally refine the transformational elements of this exploratory in one-on-one coaching of men across the spectrum from natural leaders to those in crises. At this final level of intensive personal reflection, an individual man is coached towards integrative alignment of his head, heart and intuition so that he can discover fresh perspectives for accessing his caring self. The project’s hope is that from this place of heightened “inner congruency” the ecologised man can more easily awaken and engage his care for others and himself not only as a man, but as an active and engaged citizen whose life of service to his employer, community, family, friends, and himself, becomes a central fixture of the ways he interacts with others at work and at home. Effectively, ecological masculinism reaches beyond the constraints of hypermasculinism as it commonly pervades mining by “peeling the onion” of malestream norms in a step-wise manner. It is hoped that, if the ADAMN model is successful, that the emerging “ecomen” become more sensitive to the needs, wants and intrinsic rights of others, develop rich emotional vocabularies, embrace the value of abstract thinking and a strong and engaged intuition concurrently, engage with others compassionately, educate themselves about their world at work and home, willingly assume leadership on the job, within their families and throughout their communities and grow proactively through the process. Such men embody a humanistic worldview towards all of life. They are flexible, responsive, and attentive to the value of others and themselves. Such is the ecoman I suggest might best benefit resource companies, mining cultures, mining families and miners.Figure 1 Conclusion Central to a more gender-aware future for men in mining is hope—hope that we will adapt to the challenges of mining culture swiftly by reaching beyond engineered solutions to the problems that many mine workers face; hope that our responses will be humanistic, creative and transgress malestream norms; hope that those responses are inclusive of softer and more caring approaches mining masculinities. This hope hinges on the willingness of resource companies to support such a shift in mining culture towards greater care for all others and the self. One path towards this fresh future for mining is through ecological masculinism as I have introduced it here. This new conversation for mining men and masculinities gives priority to the ending of men’s oppression for the benefit of individual mining men as well as all those with whom they share their lives at work and at home. In this paper, my intention has been to emphasise a more caring approach to mining. It is my earnest belief that through such work, mining will become more sustainable for men, women and the Earth. The ecologised mining man will have an important role to play in such a transformation.ReferencesAnderson, Ray. Our Sustainability Journey – Mission Zero. 2008. 29 April 2013 ‹http://www.interfaceglobal.com/Sustainability/Interface-Story.aspx›. Ashby, Nicole. The Need for FIFO Families. Personal Interview. 11 Dec 2012. BHP Billiton. Global Workplace, Unique Opportunities. 2013. 22 April 2013 ‹http://www.bhpbilliton.com/home/people/workplace/Pages/default.aspx› Bliss, Shepherd. “Revisioning Masculinity: A Report on the Growing Men's Movement.” In Context: A Quarterly of Humane Sustainable Culture Spring (1987): 21. [First Published in Yoga Journal (Nov./Dec. 1986).] Brough, Paula. “FIFO Work Hits Families Hardest.” The Morning Bulletin [Rockhampton, Queensland] 12 Apr. 2013: 10. Capra, Fritjof. The Web of Life: A New Scientific Understanding of Living Systems. New York: Anchor Books, 1996. Connell, Raewyn. Masculinities. Berkeley: University of California Press, 1995. Clifford, Susan. The Effects of Fly-in/Fly-out Commute Arrangements and Extended Working Hours on the Stress, Lifestyle, Relationship and Health Characteristics of Western Australian Mining Employees and Their Partners (Research Report). School of Anatomy and Human Biology: University of Western Australia, 2009. Department of Health, WA. The Epidemiology of Injury in Western Australia, 2000-2008. Epidemiology Branch Public Health Division: Department of Health WA, 2011. Gent, Vanessa. "The Impact of Fly-In/Fly-Out Work on Well-Being and Work-Life Satisfaction." Honours thesis. School of Psychology: Murdoch University, 2004. Irwin, John, Harvey Jackins, and Charlie Kreiner. The Liberation of Men. Seattle: Rational Island Publishers, 2006. Jackins, Harvey. The Human Male: A Men's Liberation Draft Policy. Seattle: Rational Island Publishers, 1999. Lahiri-Dutt, Kuntala. “Digging Women: Towards a New Agenda for Feminist Critiques of Mining.” Gender, Place and Culture 19.2 (2012): 193-212. Laplonge, Dean. Roadshow Report: Toughness in the Workplace. Department of Mines and Petroleum, 2011. ———. “You Can’t Rely on Women to Tame Men.” 2012. 3 May 2013 ‹http://www.factive.com.au/›. ———, and Kath Albury. “Practices of Gender in Mining.” AUSIMM (Feb. 2012): 80-84. News Limited. “Brutal Hours, Drug Issues and Family Pressures Force Miners to Abandon Industry in Droves, Inquiry Told.” The Sunday Times 14 Apr. 2012. O'Brien, Mary. The Politics of Reproduction. Boston: Routledge & Kegan Paul, 1981. Paddenburg, Trevor. "Alcohol, Drugs, Poor Nutrition and a Dirt Floor: Life within Sight of the Boom Time." The Sunday Times [Perth, WA] 17 Mar. 2013: 14. Plumwood, Val. Feminism and the Mastery of Nature. London: Routledge, 1993. Pulé, Paul. A Declaration of Caring: Towards Ecological Masculinism. Doctoral Dissertation. Murdoch University, 2013. Rohr, Richard. From Wild Man to Wise Man: Reflections on Male Spirituality. Cincinnati: St. Anthony Messenger Press, 2005 [1990]. Smith, M.S.W. “Men's Liberation: The Oppression of Masculine Instincts in Western Society.” Canadian Family Physician 18.3 (1972): 51-52. Slote, Michael. The Ethics of Care and Empathy. London: Routledge, 2007. Twine, Richard, et al. “Ecofem Listserv: Where Are All the Ecomasculinists?” The Essex Ecofem Listserv, 10-21 Nov. 1995. 12 Dec. 2010 ‹http://www.mail-archive.com/ecofem@csf.colorado.edu/msg00852.html›. Windsor, Tony. “Fly-In Fly-Out Needs an Overhaul: Windsor MP.” The Morning Bulletin [Rockhampton, Queensland] 26 Mar. 2013: 4. Whyte, Paul. Introduction: The Human Male. 1998. 7 July 2010 ‹http://www.peerleadership.com.au/MENDOCUM.NSF/504ca249c786e20f85256284006da7ab/2d899401b7ee3708ca2566d8007c2960!OpenDocument›.

As one of the more visible manifestations of the boom in new media, computer games have attracted a great deal of attention, both from the popular press, and from academics. In the case of the former, much of this coverage has focussed on the perceived danger games pose to the young mind, whether that danger be physical (in terms of bodily atrophy due to inactivity) or social (in terms of anti-social and even violent behaviour, caused by exposure to specific types of content). The massacre at Columbine High School in the United States seems to have further fuelled these fears, with several stories focusing on the fact that the killers were both players of violent video games (Dickinson 1999; Hansen 1999). These concerns have also found their way into political circles, promoting a seemingly endless cycle of inquiries and reports (for example, see Durkin 1995; Durkin and Aisbett 1999). Academic discourse on the subject has, perhaps somewhat surprisingly, tended to adopt a similar line, tracing out a return to the dark days of media effects theory. This is especially true of those studies that focus on the psychological aspects of computer game usage. For example, Scott (1995) conducted a study specifically aimed at investigating "to what extent, if any, aggressive computer game playing would have on individuals of different personality composition, and in which particular aspects of aggressiveness this might be experienced" (Scott 1995, 122). Similarly, Ballard (1999) examined the relationship between gender and violent computer games arguing that the level of violence depicted in a game directly affects the interaction between players of different genders. Almost without exception, these studies come from the experimental tradition of media research, often employing laboratory experiments in order to test their hypotheses. As the problems with this methodology have been covered extensively elsewhere (for example, see Hall 1982; Murdock and Golding 1977; Lowery and DeFleur 1983) I will not go into detail here, except to point out that most experimental research underestimates the importance of physical context in media use. Other studies have attempted to approach the subject from a more qualitative perspective, often utilising theories derived from post-structuralism to examine the construction of identity in games. For example, Alloway and Gilbert (1998) explore relationship between computer games and notions of masculinity, arguing that simplistic notions of effects dramatically underestimate the sophistication of the readers. Similarly, Beavis (1998) argues that it is necessary to more fully explore the relationship between games players and games before engaging in debates about the social benefits or dangers of the medium. According to Beavis: Other studies have attempted to approach the subject from a more qualitative perspective, often utilising theories derived from post-structuralism to examine the construction of identity in games. For example, Alloway and Gilbert (1998) explore relationship between computer games and notions of masculinity, arguing that simplistic notions of effects dramatically underestimate the sophistication of the readers. Similarly, Beavis (1998) argues that it is necessary to more fully explore the relationship between games players and games before engaging in debates about the social benefits or dangers of the medium. According to Beavis: However, while arguments like that of Beavis clearly take the debate in another direction, in many cases the writers find themselves mired in the same ideological paradigm as the effects theorists. While stressing the need for a more nuanced conceptualisation of the game-player relationship, Beavis also implies that games are potentially destructive, stating that "young people need to be helped to critique and resist the subject positions and ideologies of video games" (Beavis, 1998). In response, the games industry itself has launched several attacks on the academic community, many of which, ironically, are framed in the kind of aggressive terminology the researchers are themselves concerned about. For example, Green argues, But for a group of academics to draw sweeping conclusions about an industry they are so obviously clueless about, based on a ludicrous, half-assed experiment that sounds like something out of a Simpsons episode, adds absolutely nothing to the discussion. (136) While it could be argued that Green's "from the hip" response itself adds little to the dialogue, it does serve to highlight one of the more surprising aspects of the computer games debate. As Green asserts, it is apparent that many of the scholars conducting research into computer games seem to know very little about the subject they are studying, a situation analogous to television researchers watching only cinematic films. Indeed, given the descriptions some researchers give of particular games, it is doubtful that they have actually played the game themselves, raising questions about the extent to which they are authorities in the area. This paper is, at least in part, aimed at rectifying this situation, by providing some broad commentary on the specific characteristics of the game medium. For the sake of convenience, I will be focussing mainly on games available on home consoles such as the Sony Playstation, and will restrict my argument to single-player games. Computer games are clearly a distinct form of media; while many are played through established technology like televisions and computers, there would seem to be something intrinsically different about their mode of address. This is primarily a function of their interactivity; unlike most forms of media, computer games respond to direct input from their audience. However, at the same time, games also display characteristics that are, at least superficially, similar to existing media forms. While games are often categorised according to the type of action required of the player (eg shooting, driving, puzzle-solving etc), they can also readily be categorised into the same genres used for other entertainment media such as films and video cassettes. Games can be based on sports, action, drama, comedy and even music, although admittedly the broad category of "simulation" game has no direct counterpart in film and video, except, perhaps philosophically, for documentary. Film and television genres are traditionally defined in terms of a set of key textual characteristics, with iconography, setting and narrative being perhaps the most obvious. Applying these notions to computer games it soon becomes clear why the generic classifications used for other media have been so easily adapted to the new medium. For example, the iconography of an action film like Face Off (explosions, guns, corpses etc) can all be found in an action game such as Syphon Filter. Similarly, the settings of horror films like I Know What You Did Last Summer (old houses, dark alleys etc) are all faithfully reproduced in horror games like Resident Evil. These correlations are true of most filmic genres and computer games, to such an extent that there is a growing trend in crossover production of "game of the film" (eg. Tomorrow Never Dies, Die Hard, Independence Day) and "film of the game" (Pokémon, Mortal Kombat) texts. When we turn our attention to narrative, however, the situation becomes somewhat more complex. Like films and television programs, games usually have definite beginning and end points, but what happens between these points seems, at least superficially, to be dramatically different. Regardless of their genre, films and television programs are self-propelling entities; the actions of the characters drive the narrative forward toward some kind of resolution. In the case of a television series, this resolution might only be partial, but at the end of the program's duration there is still some kind of finality to the narrative process, albeit temporary. Games, on the other hand, are designed for extended and often repeated playing, and as such necessarily resist narrative closure, and therefore have to provide pleasure for the player in other ways. In some cases, games adopt a strategy that is similar in many ways to episodic television; the game is divided in into several "sub-games", with overall narrative resolution only being achieved through the successful completion of the sub-games. A good example of this is Dreamworks' Medal of Honor, a first-person action game set is World War Two. In order to complete the game, players must successfully carry out a series of missions, which are themselves divided into several tasks. In keeping with the action orientation of the genre, these tasks usually involve destroying some piece of military equipment, and players are rewarded based upon their proficiency in carrying them out. What is especially interesting about games like Medal of Honor is their ability to create an illusion of narrative freedom; players can effectively dictate the course the narrative takes depending on how they perform certain tasks. Resident Evil and its sequels take this concept one step further, creating a virtual gaming environment in which the player is seemingly free to go wherever they want. However, while the players are free to dictate the narrative flow at the level of what I have termed the sub-game, completion of the overall game (and therefore narrative closure) requires the player to follow a rigidly pre-established path through the game's levels. Players could in theory spend days wandering the desolate landscape of Resident Evil 2, but they just wouldn't get anywhere. Other genres of game present different problems in terms of narrative progression, and indeed some would argue that certain games progress without possessing a narrative at all. Racing games are the most obvious example of this; driving around the same track for up to 80 laps does not constitute a narrative as it is traditionally conceptualised. However, racing games are increasingly adopting narrative conventions in order to deepen the gaming experience. Formula One 99, for example, allows the player to take the place of any of the drivers from the 1999 Formula One season, accruing points depending on finishing position in the same way as the real championship. In this context, each race operates as a sub-game, and the successful completion of each race allows the game as a whole to be completed. A slightly different take on the idea of a racing narrative is taken by Gran Turismo, a game that quickly became the most successful title from Sony's Polyphony Digital. Over the traditional racing format, Polyphony superimposed a narrative based on the game's own fictional economy. Players begin the game with enough credits to purchase a low-performance vehicle, which can then be upgraded as players win races and earn enough credits to afford the necessary parts. In this way, Gran Turismo generates a narrative that is described by the player's quest to constantly purchase faster and better cars, a narrative which, given the game's 400-car menu, can take months to reach its conclusion. One aspect of computer game narratives that has surprisingly received little attention to this point is the introductory video: the short animated sequence used to set the scene for the game that follows. Typically, these sequences are created entirely from computer generated images, and in terms of genre, perform a similar function to film trailers. As well as introducing the main characters, introductory videos inform the player about the type of game they're about to play, whether it be a racing game like Gran Turismo or a sports simulation like Cricket 2000. More importantly, introductory videos also work to discursively position the player within the narrative, providing them with information about the subject positions they are permitted to assume. For fighting-based action games like Tekken and its sequels, the introductory video provides information about all the characters in the game, telling the player that they can assume any one of the multiple identities the game offers. Other games, like Medal of Honor, are much more restrictive in terms of their subject possibilities, allowing the player to adopt only one role in the single-player version. In fact, the introductory video for Medal of Honor explicitly positions the player in a very narrowly-defined role, using a first person voice over to instruct the player that they will be acting as a particular American soldier, "Jimmy Patterson". However, even games that offer very limited latitude in terms of subject positioning can still be open to radical interpretation. The very interactivity that differentiates games from other forms of audio-visual media means that players can actively "read against" the narrative provided for them, driving the game toward new (but still inherently limited) conclusions. For example, players of Medal of Honor can attempt to achieve the game's goals through stealth rather than violence, a tactic which, interestingly, always results in a lower score. Similarly, players of some racing games can usurp the game's internal logic, substituting the goal of a race win with one of vehicular destruction. The key here is that pleasure seems to be derived through a complex relationship between the player-driven narrative and the narrative imposed by the game engine. This notion of the "resistant" reading of game narratives serves to demonstrate that the relationship between the player and game text is more complex than it at first appears; certainly it is more complex than simple media effects studies imply. What is needed now is a more rigorous investigation of both the textual characteristics of the game medium, and of how players interact with those characteristics. It is only after such an investigation has been carried out that a more constructive dialogue on the socio-cultural implications of game playing can be begun. References Alloway, N., and P. Gilbert. "Video Game Culture: Playing with Masculinity, Violence and Pleasure." Wired-up: Young People and the Electronic Media. Ed. S. Howard. London: UCL Press, 1996. Ballard, M. E. "Video Game Violence and Confederate Gender: Effects on Reward and Punishment Given." Sex Roles: A Journal of Research Oct. 1999: 541. Beavis, C. "Computer Games: Youth Culture, Resistant Readers and Consuming Passions." 1998. 23 Mar. 2000 <http://www.swin.edu.au/aare/98pap/bea98139.php>. Dickinson, A. "Where Were the Parents?" Time 153.17 (1999): 40. Durkin, K., and K. Aisbett. Computer Games and Australians Today. Sydney: Office of Film and Literature Classification, 1999. Durkin, K. Computer Games: Their Effects on Young People. Sydney: Office of Film and Literature Classification, 1995. Green, J. "The Violence Problem -- And My Humble Solution: Kill the Academics." Computer Gaming World July 2000: 136. Hall, S. "The Rediscovery of Ideology; The Return of the Repressed in Media Studies." Culture, Society and The Media. Ed. M. Gurevitch et al. London: Methuen, 1982. Hansen, G. "The Violent World of Video Games." Insight on the News 15.24: 14. Lowery, S., and M. L. DeFleur. Milestones in Mass Communications Research: Media Effects. New York: Longman, 1983. Murdock, G., and P. Golding. "Capitalism, Communication and Class Relations." Mass Communication and Society. Ed. J. Curran et al. London: Edward Arnold, 1977. Scott, D. "The Effect of Video Games on Feelings of Aggression." The Journal of Psychology 129.2 (1995): 121-134. Games and Films Cited Face Off. Film. Paramount Pictures, 1997. Formula One 99. Sony Playstation Game. Psygnosis, 1999. Gran Turismo. Sony Playstation Game. Polyphony Digital, 1999. I Know What You Did Last Summer. Film. Sony Pictures, 1997. Independence Day. Sony Playstation Game. Fox Interactive, 1998. Mortal Kombat. New Line Pictures, 1995. Pokémon. Film. Warner Brothers, 1999. Resident Evil. Sony Playstation Game. Capcom, 1997. Resident Evil 2. Sony Playstation Game. Capcom, 1998. Syphon Filter. Sony Playstation Game. Sony Interactive, 1999. Tekken. Sony Playstation Game. Namco, 1997. Tomorrow Never Dies. Sony Playstation Game. Electronic Arts, 1999. Citation reference for this article MLA style: Mark Finn. "Computer Games and Narrative Progression." M/C: A Journal of Media and Culture 3.5 (2000). [your date of access] <http://www.api-network.com/mc/0010/narrative.php>. Chicago style: Mark Finn, "Computer Games and Narrative Progression," M/C: A Journal of Media and Culture 3, no. 5 (2000), <http://www.api-network.com/mc/0010/narrative.php> ([your date of access]). APA style: Mark Finn. (2000) Computer games and narrative progression. M/C: A Journal of Media and Culture 3(5). <http://www.api-network.com/mc/0010/narrative.php> ([your date of access]).

As a specialist in culture and communication studies, teaching in a school of business, I realised that the notion of interdisciplinarity is usually explored in the comfort of one's own discipline. Meanwhile, the practice of interdisciplinarity is something else. The very notion of disciplinarity implies a regime of discursive practices, but in the zone between disciplines, there is often no adequate language. This piece of writing is a brief analysis of an example of the language of business studies when business studies thinks about culture. It looks at how business studies approaches cultural difference in context of intercultural contact. Geert Hofstede's Cultures and Organizations: Software of the Mind (1991) This article is a brief and very selective critique of Geert Hofstede's notion of culture in Cultures and Organizations: Software of the Mind. Hofstede has been publishing his work on cross-cultural management since the 1960s. His work is routinely used in reference to cross/multi/intercultural issues in business studies (a term I use to include commerce, finance, management, and marketing). Before I begin, I must insist that Hofstede's Cultures and Organizations: Software of the Mind is a very useful text for business studies students, as it introduces them to useful concepts in relation to culture, like culture shock, acculturation (not enculturation -- I suppose managers are repatriated before that happens), and training for successful cross-cultural communication. It is worth including here a brief note on the subtitle of Cultures and Organizations: Software of the Mind. This "software of the mind" is clearly analogous to computer programming. However, Hofstede disavows the analogy, which is central to his thesis, saying that people are not programmed the way computers are. So they are, but not really. Hofstede claims that in order to learn something different, one "must unlearn ... (the) ... patterns of thinking, feeling, and potential acting which were learned throughout (one's) lifetime". And it is this thinking/feeling/acting function he calls the "software of the mind" (4). So, is the body the hardware? Thinking and feeling are abstract and could, with a flight of fancy, be seen as "software". However, acting is visible, tangible, and often visceral. I am suggesting that "acting" either represents or is just about all we have as culture. Acting (in the fullest sense, including speech, gesture, manners, textual production, etc.) is not evidence of culture, it is culture. Also, computer technology, like every other technology, is part of culture, as evident in this journal. Culture I share Clifford Geertz's concept of culture as a semiotic one, where interpretation is a search for meaning, and where meaning lies in social relations. Geertz writes that to claim that culture consists in brute patterns of behaviour in some identifiable community is to reduce it (the community and the notion of culture). Human behaviour is symbolic action. Culture is not just patterned conduct, a frame of mind which points to some sort of ontological status. Culture is public, social, relational, and contextual. To quote Geertz: "culture is not a power, something to which social events, behaviours, institutions, or processes can be causally attributed; it is a context" (14). Culture is not an ontological essence or set of behaviours. Culture is made up of webs of relationships. That Hofstede locates culture in the mind is probably the most problematic aspect of his writing. Culture is difficult for any discipline to describe because different disciplines have their own view of social reality. They operate in their own paradigms. Hofstede uses a behaviourist psychological approach to culture, which looks at what he calls national character and typical behaviours. Even though Hofstede is aware of being, as an observer of human behaviour, an integral part of his object of analysis (other cultures), he nevertheless continuously equates the observed behaviour to particular kinds of national thinking and feeling where national is often collapsed into cultural. Hofstede uses an empirical behaviourist paradigm which measures certain behaviours, as if the observer is outside the cultural significance attributed to behaviours, and attributes them to culture. Hofstede's Notion of Culture Hofstede's work is based on quantitative data gathered from questionnaires administered to IBM corporation employees in various countries. He looked at 72 national subsidiaries, 38 occupations, 20 languages, and at two points in time (1968 and 1972), and continued his commentary on that data into the 1990s. He claims that because the entire sample has a common corporate culture, the only thing that can account for systematic and consistent differences between national groups within a homogeneous multinational organisation is nationality itself. It is as if corporate culture is outside, has nothing to do with, national culture (itself a complex and dynamic concept). Hofstede's work does not account for the fact that IBM is an American multinational corporation and, as such, whatever attributes are used to measure cultural difference, those found in American corporate culture will set the benchmark for whatever other cultures are measured. This view is supported in business studies in general where American management practices are seen as universal and normal, even when they are described as 'Western'. The areas Hofstede's IBM survey looked at are: 1. Social inequality, including the relationship with authority (also described as power distance); 2. The relationship between the individual and the group (also described as individualism versus collectivism); 3. Concepts of masculinity and femininity: the social implications of having been born as a boy or a girl (also described as masculinity versus femininity); 4. Ways of dealing with uncertainty, relating to the control of aggression and the expression of emotions (also described as uncertainty avoidance). These concepts are in themselves culturally specific and have become structurally embedded in organisational theory. Hofstede writes that these four dimensions of culture are aspects of culture that can be measured relative to other cultures. What these four dimensions actually do is not to combine to give us a four-dimensional (complex?) appreciation of culture. Rather, they map onto each other and reinforce a politically conservative, Eurocentric view of culture. Hofstede does admit to having had "a 'Western' way of thinking", but he inevitably goes back to "the mind" as a place or goal. He refers to a questionnaire composted by "Eastern', in this case Chinese minds ... [which] ... are programmed according to their own particular cultural framework" (171). So there is this constant reference to culturally programmed minds that determine certain behaviours. In his justification of using typologies to categorise people and their behaviour (minds?) Hofstede also admits that most people / cultures are hybrids. And he admits that rules are made arbitrarily in order to classify people / cultures (minds?). However, he insists that the statistical clusters he ends up with are an empirical typology. Such a reduction of "culture" to this kind of radical realism is absolutely anatomical and enumerative. And, the more Hofstede is quoted as an authority on doing business across cultures, the more truth value his work accrues. The sort of language Hofstede uses to describe culture attributes intrinsic meanings and, as a result, points to difference rather than diversity. Languages of difference are based on binaristic notions of masculine/feminine, East/West, active/passive, collective/individual, and so on. In this opposition of activity and passivity, the East (feminine, collectivist) is the weaker partner of the West (masculine, individualist). There is a nexus of knowledge and power that constructs cultural difference along such binaristic lines. While a language of diversity take multiplicity as a starting point, or the norm, Hofstede's hegemonic and instrumentalist language of difference sees multiplicity as problematic. This problem is flagged at the very start of Cultures and Organizations. 12 Angry Men: Hofstede Interprets Culture and Ignores Gender In the opening page of Cultures and Organizations there is a brief passage from Reginald Rose's play 12 Angry Men (1955). (For a good review of the film see http://www.film.u- net.com/Movies/Reviews/Twelve_Angry.html. The film was recently remade.) Hofstede uses it as an example of how twelve different people with different cultural backgrounds "think, feel and act differently". The passage describes a confrontation between what Hofstede refers as "a garage owner" and "a European-born, probably Austrian, watchmaker". Such a comparison flags, right from the start, a particular way of categorising and distinguishing between two people, in terms of visible and audible signs and symbols. Both parties are described in terms of their occupation. But then the added qualification of one of the parties as being "European-born, probably Austrian" clearly indicates that the unqualified party places him in the broad category "American". In other words, the garage owner's apparently neutral ethnicity implies a normative "American", against which all markers of cultural difference are measured. Hofstede is aware of this problem. He writes that "cultural relativism does not imply normlessness for oneself, nor for one's society" (7). However, he still uses the syntax of binaristic classification which repeats and perpetuates the very problems he is apparently addressing. One of the main factors that makes 12 Angry Men such a powerful drama is that each man carries / inscribes different aspects of American culture. And American culture is idealised in the justice system, where rationality and consensus overcomes prejudice and social pressure. Each man has a unique make-up, which includes class, occupation, ethnicity, personality, intelligence, style and experience. But 12 Angry Men is also an interesting exploration of masculinity. Because Hofstede has included a category of "masculine/feminine" in his study of national culture, it is an interesting oversight that he does not comment on this powerful element of the drama. People identify along various lines, in terms of ethnicities, languages, histories, sexuality, politics and nationalism. Most people do have multiple and varied aspects to their identity. However, Hofstede sees multiple lines of identification as causing "conflicting mental programs". Hofstede claims that identification on the gender level of his hierarchy is determined "according to whether a person was born as a girl or as a boy" (10). Hofstede misses the crucial point that whilst whether one is born female or male determines one's sex, whether one is enculturated as and identifies as feminine or masculine indicates one's gender. Sex and gender are not the same thing. Sex is biological (natural) and gender is ideological (socially constructed and naturalised). This sort of blindness to the ideological component of identity is a fundamental flaw in Hofstede's thesis. Hofstede takes ideological constructions as given, as natural. For example, in endnote 1 of Chapter 4, "He, she, and (s)he", he writes "My choice of the terms (soft feminine and hard masculine) is based on what is in virtually all societies, not on what anybody thinks should be (107, his italics). He reinforces the notion of gendered essences, or essences which constitute national identity. Indeed, the world is not made up of entities or essences that are masculine or feminine, Western or Eastern, active or passive. And the question is not so much about empirical accuracy along such lines, but rather what are the effects of always reinscribing cultures as Western or Eastern, masculine or feminine, collectivist or individualist. In an era of globalism and mass, interconnected communication, identities are multiple, and terms like East and West, masculine and feminine, active and passive, should be used as undecidable codes that, at the most, flag fragments of histories and ideologies. Identity East and West are concepts that did not come out of a political or cultural vacuum. They are categories, or concepts, that originated and flourished with European expansionism from the 17th century. They underwrote imperialism and colonisation. They are not inert labels that merely point to something "out there". East and West, like masculine and feminine or any other binary pair, indicate an imaginary relationship that prioritises one of the pair over the other. People and cultures cannot be separated into static Western and Eastern essences. Culture itself is always diverse and dynamic. It is marked by migration, diaspora, and exile, not to mention historical change. There are no "original" cultures. The sort of discourse Hofstede uses to describe cultures is based on an ontological and epistemological distinction made between East and West. Culture is not something invisible or intangible. Culture is not something obscure that is in the mind (whatever or wherever that is) which manifests itself in peculiar behaviours. Culture is what and how we communicate, whether that takes the form of speech, gestures, novels, plays, architecture, style, or art. And, as such, communication includes the objects we produce and exchange and the symbols to which we give meaning. So, when Hofstede writes that the Austrian watchmaker acts the way he does because he cannot behave otherwise. After many years in his new home country, he still behaves the way he was raised. He carries within himself an indelible pattern of behaviour he is attributing a whole range of qualities which are frequently given by dominant cultures to their cultural "others" (1). Hofstede attributes politeness, tradition, and, above all, stasis, to the European-Austrian watchmaker. The phrase "after many years in his new home country" is contradictory. If so many years have passed, why is "home" still "new"? And, indeed, the watchmaker might still behave the way he was raised, but it would be safe to assume that the garage owner also behaves the way he was raised. One of the main points made in 12 Angry Men is that twelve American men are all very different to each other in terms of values and behaviour. All this is represented in the dialogue and behaviour of twelve men in a closed room. If we are concerned with different kinds of social behaviour, and we are not concerned with pathological behaviour, then how can we know what anyone carries within themselves? Why do we want to know what anyone carries within themselves? From a cultural studies perspective, the last question is political. However, from a business studies perspective, that question is naïve. The radical economic rationalist would want to know as much as possible about cultural differences so that we can better target consumer groups and be more successful in cross-cultural negotiations. In colonial days, foreigners often wielded absolute power in other societies and they could impose their rules on it [sic]. In these postcolonial days, foreigners who want to change something in another society will have to negotiate their interventions. (7) Those who wielded absolute power in the colonies were the non-indigenous colonisers. It was precisely the self-legitimating step of making a place a colony that ensured an ongoing presence of the colonising power. The impetus behind learning about the Other in the colonial times was a combination of spiritual salvation (as in the "mission civilisatrice") and economic exploitation (colonies were seen as resources for the benefit of the European and later American centres). And now, the impetus behind learning about cultural difference is that "negotiation is more likely to succeed when the parties concerned understand the reasons for the differences in viewpoints" (7). Culture as Commerce What, in fact, happens, is that business studies simultaneously wants to "do" components of cross-cultural studies, as it is clearly profitable, while shunning the theoretical discipline of cultural studies. A fundamental flaw in a business studies perspective, which is based on Hofstede's work, is a blindness to the ideological and historical component of identity. Business studies has picked up just enough orientalism, feminism, marxism, deconstruction and postcolonialism to thinly disavow any complicity with dominant (and dominating) discourses, while getting on with business-as-usual. Multiculturalism and gender are seen as modern categories to which one must pay lip service, only to be able to get on with business-as-usual. Negotiation, compromise and consensus are desired not for the sake of success in civil processes, but for the material value of global market presence, acceptance and share. However, civil process and commercial interests are not easily separable. To refer to a cultural economy is not just to use a metaphor. The materiality of business, in the various forms of commercial transactions, is itself part of one's culture. That is, culture is the production, consumption and circulation of objects (including less easily definable objects, like performance, language, style and manners). Also, culture is produced and consumed socially (in the realm of the civil) and circulates through official and unofficial social and commercial mechanisms. Culture is a material and social phenomenon. It's not something hidden from view that only reveals itself in behaviours. Hofstede rightly asserts that culture is learned and not inherited. Human nature is inherited. However, it is very difficult to determine exactly what human nature is. Most of what we consider to be human nature turns out to be, upon close inspection, ideological, naturalised. Hofstede writes that what one does with one's human nature is "modified by culture" (5). I would argue that whatever one does is cultural. And this includes taking part in commercial transactions. Even though commercial transactions (including the buying and selling of services) are material, they are also highly ritualistic and highly symbolic, involving complex forms of communication (verbal and nonverbal language). Culture as Mental Programming Hofstede's insistent ontological reference to 'the sources of one's mental programs' is problematic for many reasons. There is the constant ontological as well as epistemological distinction being made between cultures, as if there is a static core to each culture and that we can identify it, know what it is, and deal with it. It is as if culture itself is a knowable essence. Even though Hofstede pays lip service to culture as a social phenomenon, saying that "the sources of one's mental programs lie within the social environments in which one grew up and collected one's life experiences" (4), and that past theories of race have been largely responsible for massive genocides, he nevertheless implies a kind of biologism simply by turning the mind (a radical abstraction) into something as crude as computer software, where data can be stored, erased or reconfigured. In explaining how culture is socially constructed and not biologically determined, Hofstede says that one's mental programming starts with the family and goes on through the neighbourhood, school, social groups, the work place, and the community. He says that "mental programs vary as much as the social environments in which they were acquired", which is nothing whatsoever like computer software (4-5). But he carries on to claim that "a customary term for such mental software is culture" (4, my italics). Before the large-scale changes which took place in the second half of the twentieth century in disciplines like anthropology, history, linguistics, and psychology, culture was seen to be a recognisable, determined, contained, consistent way of living which had deep psychic roots. Today, any link between mental processes and culture (formerly referred to as "race") cannot be sustained. We must be cautious against presuming to understand the relationship between mental process and social life and also against concluding that the content of the mind in each racial (or, if you like, ethnic or cultural) group is of a peculiar kind, because it is this kind of reductionism that feeds stereotypes. And it is the accumulation of knowledge about cultural types that implies power over the very types that are thus created. Conclusion A genuinely interdisciplinary approach to communication, commerce and culture would make business studies more theoretical and more challenging. And it would make cultural studies take commerce more seriously, beyond a mere celebration of shopping. This article has attempted to reveal some of the cracks in how business studies accounts for cultural diversity in an age of global commercial ambitions. It has also looked at how Hofstede's writings, as exemplary of the business studies perspective, papers over those cracks with a very thin layer of pluralist cultural relativism. This article is an invitation to open up a critical dialogue which dares to go beyond disciplinary traditionalisms in order to examine how meaning, communication, culture, language and commerce are embedded in each other. References Carothers, J.C. Mind of Man in Africa. London: Tom Stacey, 1972. Degabriele, Maria. Postorientalism: Orientalism since "Orientalism". Ph.D. Thesis. Perth: Murdoch University, 1997. Geertz, Clifford. The Interpretation of Cultures: Selected Essays. New York: Basic Books, 1973. Hofstede, Geert. Cultures and Organisations: Software of the Mind. Sydney: McGraw-Hill, 1991. Moore, Charles A., ed. The Japanese Mind: Essentials of Japanese Philosophy and Culture. Honolulu: East-West Centre, U of Hawaii, 1967. Patai, Raphael. The Arab Mind. New York: Scribner, 1983. Toffler, Alvin. Future Shock: A Study of Mass Bewildernment in the Face of Accelerating Change. Sydney: Bodley Head, 1970. 12 Angry Men. Dir. Sidney Lumet. Orion-Nova, USA. 1957. Citation reference for this article MLA style: Maria Degabriele. "Business as Usual: How Business Studies Thinks Culture." M/C: A Journal of Media and Culture 3.2 (2000). [your date of access] Chicago style: Maria Degabriele, "Business as Usual: How Business Studies Thinks Culture," M/C: A Journal of Media and Culture 3, no. 2 (2000), ([your date of access]). APA style: Maria Degabriele. (2000) Business as usual: how business studies thinks culture. M/C: A Journal of Media and Culture 3(2). ([your date of access]).

During his speech in Plato’s The Symposium, Aristophanes explains that humans were originally round, composed of two people joined together in a perfect sphere with four arms, four legs, and two faces. Unfortunately, humans grew arrogant and ambitious; as a result, Zeus punished them by cleaving them in two. Now altered from their natural form, humans yearn for their former selves: “It is from this situation, then, that love for one another developed in human beings. Love collects the halves of our original nature, and tries to make a single thing out of the two parts so as to restore our natural condition. Thus, each of us is the matching half of a human being, since we have been severed like a flatfish, two coming from one, and each part is always seeking its other half” (191d). So it is that what we call “love” is but the “desire for wholeness” (193a). Love is not, for Aristophanes, a union but a re-union/reuniting. While Aristophanes’ account is simultaneously comedic and horrific, and consequently also absurdly ridiculous, there persists an undercurrent of some nebulous tickle, a recognition of something tangibly familiar in his myth, even now. Were space-time not linear and Plato could have Barbara Streisand speak next at that Athenian table (though of course he wouldn’t, as she’s a woman), he would undoubtedly have her sing “People”: “Lovers are very special people. They’re the luckiest people in the world. With one person, one very special person, a feeling deep in your soul, says you were half, now you’re whole.” “You complete me,” Jerry (played by Tom Cruise) says to Dorothy (played by Renée Zellweger) in the movie Jerry Maguire. How many lovers today claim their relationship with their beloved was meant to be? Even in a postmodern world, we seemingly have not strayed far from the Platonic ideal in which “lovers are incomplete halves of a single puzzle, searching for each other in order to become whole” (Ackerman 95). Implied by this model—described by Irving Singer as the “idealist tradition” (Modern 12)—is an uncomplicated conception of self. A self posited as fundamentally incomplete must be viewed as fixed and virtually invariable; otherwise, a multiplicity of ways in addition to a soul mate might be found to give the impoverished self what it needs. Viewed as yearning for his or her “other half,” the individual is positioned outside of/separated from the wider culture because only the “one true love” can make the person “whole.” Even biological impulses and psychological factors can be dismissed as irrelevant or possibly even dangerous distractions when all that truly matters is finding one’s “better half.” A self thus conceived also suggests a rather simplistic view of romantic love, which becomes merely the desire to achieve wholeness by connecting—or reconnecting, as Plato’s Aristophanes would have it—with a complementary lover. Unfortunately, the idealist model’s emphasis on deficiency codifies an ontology of lack that tends to foster omissions, oversimplifications, and misinterpretations. But, as numerous influential thinkers have convincingly argued, identity is neither uniform nor stable—nor even uncontested. Subjectivity is more accurately characterised by complexity and multiplicity than by simplicity and singularity. What, then, of romantic love? Is romantic love in contemporary Western cultures similarly complex, and if so, so what? How would (re)conceptualising romantic love as complex extend our knowledge and understanding of complex systems? I want to contribute to this themed issue of M/C Journal on complex by approaching romantic love as a point of departure, as an analytical methodology. I maintain that a critical study of romantic love—one that begins rather than concludes with romantic love’s complexity—helps illustrate the productive nature of complex and the utility of employing complex as a conceptual/theoretical point of origin and inquiry. Crucially, my formulation configures complex as a productive process that is itself a product. In other words, complex can be usefully defined as an effect that produces other effects—including potentially subversive ones. While other definitions are certainly valid, conceiving complex as an outcome that generates further outcomes not only emphasises the dynamic, multifaceted nature of systems but also helps to explain that multifaceted dynamism. Romantic love illustrates well this conception of complex (as productive product) because romantic love only has meaning, only works, because it is complex to begin with. In this manner, romantic love is a process of creating complexity from complexity. An examination that begins from a point of complexity gains much, I feel, by beginning with a historicisation of that complexity, for complex, as outcome/effect, is always already contextualised, situated, and diachronic. Historicising romantic love is particularly crucial because the idealist model tends to dismiss the past (what matters the past once one has finally met the love of one’s life?) and confuse history—especially its own—with nature (as with the supposedly natural passivity of the feminine). According to Singer, the idealist tradition, first codified by Plato, was taken up by medieval theologians who, drawn by the tradition’s ideal of merging, sought to produce a mystical oneness with the divine (Courtly 23). Emphasis eventually moved from merging to the experience of merging, a move that facilitated the rise of courtly love. Transmuting religious reverence into human devotion, courtly love introduced such revolutionary and potentially heretical notions as the belief that “love is an intense, passionate relationship that establishes a holy oneness between man and woman” (23). The desire for oneness appears even more prominently in the Romanticism of the 19th century (288). Importantly, erotic love becomes for the first time conjoined with romantic love in a causal rather than antithetical or consequential relation: “To the Romantic, sexual desire is usually more than just a vehicle or concomitant of love; it is a prerequisite” (Modern 10). Little wonder, given such a trajectory, that romantic love today has virtually no meaning independent of sexual love (though sexual desire may or may not be linked to romantic love). Little wonder as well that romantic love is so complex. But there’s more. As Stephanie Coontz explains, marriage in the West was until only about two centuries ago a political and economic institution having little or nothing to do with romantic love (33). Anthony Giddens also points out the relatively recent shift from an economic to a romantic basis for marriage (26). Giddens associates this shift with the emergence of what he terms “plastic sexuality”: “decentered sexuality, freed from the needs of reproduction” (2). Plastic sexuality resulted from a combination of factors, most notably societal trends toward limiting family size coupled with advances in contraceptive and reproductive technologies (27). Allowing for greater freedom and pleasure (especially for women), plastic sexuality is for Giddens linked not only to romantic love but also, intrinsically, to self-identity (2, 40). This connection—along with the plastic sexuality that undergirds it—creates narratives of self (and other) that can project “a course of future development” (45), lead to greater reflexivity for the body and the self (31), and transform intimacy in ways potentially subversive and emancipative (3, 194). In any case, our (inter)personal existence is currently undergoing active transfiguration, Giddens asserts, to the point that “personal life has become an open project, creating new demands and anxieties” (8). My reading of Giddens places this continuous, reflexive project of self (what one might alternatively term the ongoing production of selves-in-process) against the plastic sexuality and pure relationships that engendered the project. Only a view of romantic love as productive, evolving, and full—in other words, complex—can account for the complex transformations of intimacy and self described by Giddens. Viewed more broadly, romantic love corresponds—in both the analogous and communicative meanings of the term—to/with the very poststructural/postmodern subject it helps to enact. Tamsin Lorraine’s lucid articulation of embodied subjectivity is worth quoting at length in this context: I assume that the selves we experience as our own are the product of a historically conditioned process involving both corporeal and psychic aspects of existence, that this process needs to be instituted and continually reiterated in a social context in order to give birth to and maintain the subject at the corporeal level of embodiment as well as the psychic level of self, and that language and social positioning within a larger social field play a crucial role in this process. In taking up a position in the social field as a speaker of language, a human being takes up a perspective from which to develop a narrative of self. (ix-x) Others have theorised identity as a narrative construct (Holstein and Gubrium; Rosenwald and Ochberg). What is significant here in reading Lorraine’s embodied subjectivity through the interpretative lens provided by Giddens is the particular kind of narrative suggested by such a reading. After all, not just any narrative will do. The “perspective” taken up by the reflexive subject (as described by Giddens) in the process of constructing a storied self necessarily requires a productive integration of the many “aspects of existence.” Otherwise, no such “position” could be taken, no agency established; the particular self would not even be. As such, the perspective is a product of complexity even as it attempts to compose its own complex product (a narrative identity). Additionally, romantic love conceived as complex, as a productive force, opens up possibilities for new stories and new selves, even when, as in Lacanian theory, desire is correlated with lack. Lacan maintains that “desire is neither the appetite for satisfaction nor the demand for love, but the difference which results from the subtraction of the first from the second—the very phenomenon of their splitting” (287). Lack presented thusly is positive inasmuch as lack causes desire, which in turn produces the subject as a subjectivity. “Without lack,” Bruce Fink asserts, “the subject can never come into being, and the whole efflorescence of the dialectic of desire is squashed” (103). For clarification, Fink provides a simple illustration: “Why would a child even bother to learn to speak if all its needs were anticipated?” (103). Desire here is correlated with lack in a manner that suggests movement and change, bringing to mind Anne Carson’s famous quip, “Desire moves. Eros is a verb” (17). Keeping in mind that romantic love has become inextricably entwined with sexual desire in the West, designs that interrogate desire vis-à-vis lack (a strategy that also characterises the approaches taken by Hegel and Sartre) operate equally well in regards to self-identities formed via romantic love. Certainly, then, if desire constituted as lack can produce complexity by remaining unsatisfied and unfilled, what then of an approach that configures desire itself as production? Such a theoretical grounding is central to the work of Gilles Deleuze and Felix Guattari. For them, “everything is production” (Anti-Oedipus 4). In this view, life, the self, and even the body are not unified things but rather processes characterised by flow and multiplicity. Deleuze and Guattari emphasise the dynamic process of various sorts of “becoming” (Thousand 279). Becoming, in relation to romantic love and to other processes, involves not just individuals but assemblages. In this, Deleuze and Guattari present a collaborative conception of self involving the multiplicity of the two selves as well as the multiplicity “formed through the collaboration” (Lorraine 134). As Deleuze and Guattari explain, multiplicity “is continually transforming itself into a string of other multiplicities” (Thousand 249). To my mind, this “string” of multiplicities directly parallels the complex. Luce Irigaray’s project similarly views subjectivity as embodied, potentially collaborative, and creative. Specifically, however, Irigaray seeks to challenge the masculine specular subjectivity that fosters divisive dualisms and a sexual division of labour that privileges the masculine. She critiques the subject-object distinction that has always defined female sexuality “on the basis of masculine parameters” (This 204) and relegated the feminine to the role of other to the masculine subject. One of the more interesting aspects of Irigaray’s enterprise is her project of symbolic transformation, an attempt to symbolise an alternative feminine subjectivity: “Irigaray insists that we need to acknowledge two genders and work on providing the hitherto impoverished gender the symbolic support it needs to become more than the counterpart of masculinity. If the feminine were given the support of a gender in its own right, then feminine subjectivity could finally emerge” (Lorraine 91). What Irigaray advocates is a dialectical interaction between subjects that embraces both difference and corporeality, that is temporal, playful, reciprocal, and mutually nourishing (I Love 148). Elizabeth Grosz’s refiguring of desire somewhat echoes Irigaray’s stance. Drawing upon Deleuze and Guattarai, Grosz also conceptualises desire as productive and full. She insists that in order to understand this expanded conception of desire we must first “abandon our habitual understanding of entities as the integrated totality of parts, and instead focus on the elements, the parts, outside their integration or organisation; we must look beyond the organism to the organs comprising it” (78). Totalities remain and must be recognised, but an understanding of the dynamics of those totalities is better accomplished through an investigation of the parts rather the whole. In her privileging of parts I see reflections of Irigaray’s respect for difference and dialectical creation. Indeed, one can easily see themes of fluidity and multiplicity running through the work of the theorists we have examined. This thematic/analytical consistency, I would argue, is at least partially explained by their active engagement in the complexity of romantic love. How not to theorise subjectivities formed via narratives of romantic love in a manner that resists dualisms when romantic love itself overflows with multiplicities? This is not, of course, to downplay the role of other factors, contingencies, and motivations. Still, that some feminists are critical of certain aspects of Foucauldian theory (his failure to adequately account for unequal power relations; his seeming denial that one group or class may dominate another) strikes me as directly related to issues located (if not exclusively) within the contemporary concept of romantic love (see Hartsock; Ramazanoğlu; Sedgwick). That such is the case is, for me, no surprise. Ultimately, in spite of its long history of repression and inequity, romantic love’s ever-increasing complexity points to possible future transformations (as Giddens details). My optimism stems from the fact that romantic love’s productive force can potentially open up whole new ranges of (complex) possibilities. In the theories of Giddens, Deleuze, Irigaray, Grosz, and numerous others, we witness some of these emerging possibilities. Framing complex as an outcome that produces other complex outcomes allows me to envision the possibility of even more possibilities—something akin to Irigaray’s “expanding universe” (This 209). In the final (for now) analysis, let us follow Grosz’s lead and privilege parts over the whole. Viewed from this perspective, a given system cannot be considered as a complex thing, as though it were an isolated singularity. Focusing on the specific, the particular, and the concrete serves to highlight the contingencies, fragments, flows, shifts, multiplicities, instabilities, and relations that constitute and produce the complex. In saying this, I am not simply asserting a tautology: the complex is complex. Because the components of something complex interact in ways both provisional and productive, the complex must inevitably produce new components, parts that constitute and change the system, as well as other parts that eventually form and/or alter other complex systems. Put another way, the individual parts of a complex are themselves complex. Consequently, a deeper understanding can be gained by stepping back and re-visioning the parts-to-the-whole paradigm as complexoutcomes-ofcomplex-outcomes. Romantic love, I believe, is such an example, and an especially ubiquitous and influential one at that. Only by beginning with an understanding of love as complex can we adequately explain how it operates and produces the kinds of effects that it does. Nothing simple could produce such profoundly complex effects as identities, discourses, and material objects. Something simple may very well produce simple outcomes that eventually conjoin into something complex, a whole composed of many individual parts. But only something already complex (i.e., an existing outcome of outcomes) can produce complex outcomes instantly and automatically as a matter of course in an intricate unfolding of relationships that, like love, circulate, bond, motivate, and potentially transform. References Ackerman, Diane. A Natural History of Love. New York: Random House, 1994. Carson, Anne. Eros the Bittersweet: An Essay. Princeton, NJ: Princeton UP, 1986. Coontz, Stephanie. Marriage, a History: From Obedience to Intimacy, or How Love Conquered Marriage. New York: Viking, 2005. Deleuze, Gilles, and Félix Guattari. Anti-Oedipus: Capitalism and Schizophrenia. 1972. Trans. Robert Hurley, Mark Seem, and Helen R. Lane. Minneapolis: U of Minnesota P, 1983. ———. A Thousand Plateaus: Capitalism and Schizophrenia. 1980. Trans. Brian Massumi. Minneapolis: U of Minnesota P, 1987. Fink, Bruce. The Lacanian Subject: Between Language and Jouissance. Princeton, NJ: Princeton UP, 1995. Giddens, Anthony. The Transformation of Intimacy: Sexuality, Love and Eroticism in Modern Societies. Stanford, CA: Stanford UP, 1992. Grosz, Elizabeth. “Refiguring Lesbian Desire.” The Lesbian Postmodern. Ed. Laura Doan. New York: Columbia UP, 1994. 67-84. Hartsock, Nancy. “Foucault on Power: A Theory for Women?” Feminism/Postmodernism. Ed. Linda J. Nicholson. New York: Routledge, 1990. 157-175. Hegel, G. W. F. The Phenomenology of Mind. Trans. J. B. Baillie. New York: Harper, 1967. Holstein, James A., and Jaber F. Gubrium. The Self We Live By: Narrating Identity in a Postmodern World. New York: Oxford UP, 2000. Irigaray, Luce. I Love to You: Sketch of a Possible Felicity in History. Trans. Alison Martin. New York: Routledge, 1996. ———. “This Sex Which Is Not One.” 1985. A Reader in Feminist Knowledge. Ed. Sneja Gunew. New York: Routledge, 1991. 204-211. Jerry Maguire. Dir. Cameron Crowe. Columbia/Tristar, 1996. Lacan, Jacques. Écrits: A Selection. 1966. Trans. Alan Sheridan. New York: Norton, 1977. Lorraine, Tamsin. Irigaray and Deleuze: Experiments in Visceral Philosophy. Ithaca, New York: Cornell UP, 1999. Plato. The Symposium and The Phaedrus. Trans. William Cobb. New York: SUNY P, 1993. Ramazanoğlu, Caroline, ed. Up against Foucault: Explorations of Some Tensions between Foucault and Feminism. New York: Routledge, 1993. Rosenwald, George C., and Richard L. Ochberg, eds. Storied Lives: The Cultural Politics of Self-Understanding. New Haven, CT: Yale UP, 1992. Sartre, Jean-Paul. Being and Nothingness: An Essay on Phenomenological Ontology. Trans. Hazel E. Barnes. New York: Washington Square Press, 1956. Sedgwick, Eve Kosofsky. Touching Feeling: Affect, Pedagogy, Performativity. Durham, NC: Duke UP, 2003. Singer, Irving. The Nature of Love: Courtly and Romantic. Vol. 2. Chicago: Chicago UP, 1984. ———. The Nature of Love: The Modern World. Vol. 3. Chicago: Chicago UP, 1987. Streisand, Barbra. “People.” By Bob Merrill and Jule Styne. People. Columbia, 1964. Citation reference for this article MLA Style Carpenter, Richard. "The Heart of the Matter: Complex as Productive Force." M/C Journal 10.3 (2007). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0706/02-carpenter.php>. APA Style Carpenter, R. (Jun. 2007) "The Heart of the Matter: Complex as Productive Force," M/C Journal, 10(3). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0706/02-carpenter.php>.

Pornography is neither a documentary media genre that documents what real sex in everyday life looks like, nor is it a pedagogical or moral media genre aimed at showing what ideal sex (in terms of health or morality) should look like. Instead, pornography is a fictional media genre that depicts sexual fantasies and explicitly presents naked bodies and sexual activities for the purpose of sexual arousal (Williams, 1989; McKee et al., 2020). Regarding media ethics and media effects, pornography has traditionally been viewed as highly problematic. Pornographic material has been accused of portraying sexuality in unhealthy, morally questionable and often sexist ways, thereby harming performers, audiences, and society at large. In the age of the Internet, pornography has become more diverse, accessible, and widespread than ever (Döring, 2009; Miller et al., 2020). Consequently, the depiction of sexuality in pornography is the focus of a growing number of content analyses of both mass media (e.g., erotic and pornographic novels and movies) and social media (e.g., erotic and pornographic stories, photos and videos shared via online platforms). Typically, pornography’s portrayals of sexuality are examined by measuring the prevalence and frequency of sexual practices and related gender roles via quantitative content analysis (for research reviews see Carrotte et al., 2020; Miller & McBain, 2022). It should be noted that the conceptual differentiation between erotica and pornography is complex and that “pornography” remains an ideologically charged, and often negatively connotated, concept. Hence, the research literature sometimes uses the broader and more neutral term “sexually explicit material” (SEM) in place of “pornographic material” (McKee et al., 2020). Furthermore, it must be emphasized that in the context of content analyses of SEM the focus is typically on legal pornography. Legal visual pornography is produced with adults who have given their informed consent for their image to be recorded, and then disseminated and marketed as SEM. Illegal pornography is usually beyond the scope of media content research, as the acquisition and use of illegal material would be unethical and illegal for researchers (e.g., the analysis of so-called “child pornography”, or what might be more accurately labeled “images of child sexual abuse”). Criminological and forensic research projects are exceptions to this rule. Field of application/theoretical foundation: The theories applied in pornographic media content research primarily come from four academic disciplines: communication science, psychology, sex research, and gender studies. These different theories are fairly similar in their core assumption that pornography users’ sexual cognitions and behaviors are molded by the ways in which sexuality is portrayed in pornographic material. Some of the theories also explain the typical content of pornography and point to the fact that audiences might not only be influenced by pornography but can also shape porn production through their preferences. All theories demand content analyses of pornographic material to back up their predictions. General Media Effects Theories Cultivation Theory and Social Cognitive Theory are the most commonly used media effects theories, irrespective of specific media content. They are often applied to pornographic material. Cultivation Theory (CT) was developed by communication researcher George Gerbner in the 1960s (Gerbner, 1998). CT claims that heavy media users’ perceptions of the prevalence of different societal phenomena (e.g., crimes) are shaped by the prevalence with which these phenomena occur in the media they consume (e.g., cop shows on TV). Applied to pornography, CT predicts that heavy users of pornography will severely overestimate the prevalence of sexual practices that are rare in reality, but widespread in pornography. Young people who lack real life sexual experience are regarded as particularly vulnerable for sexual cultivation effects in terms of biased perceptions of the popularity and normalcy of different performances of sexuality (e.g., name calling and slapping during sex). Another classic media effects theory that is widely adopted in pornography research is psychologist Albert Bandura’s Social Learning Theory (Bandura, 1971), later re-labeled as Social Cognitive Theory (SCT; Bandura, 2001). SCT claims that people imitate the behaviors of media role models. Applied to pornographic material, SCT predicts that media audiences will develop more favorable attitudes towards, and engage more frequently in, sexual behaviors portrayed positively in sexually explicit material. Such sexual imitation effects may influence not only attitudes toward, and engagement in, sex acts represented in pornography (e.g., anal sex), but also gender role behaviors (e.g., men acting dominantly, women acting submissively during sex), safer sex measures (e.g., lack of condom use), bodily appearance (e.g., breast augmentation), and consent communication (e.g., lack of explicitly asking for, or giving, consent to engage in different sex acts). Sexual Media Effects Theories While CT and SCT are broad media effects theories applicable to pornography as well as many other types of media content, Sexual Script Theory and the 3AM specifically address sexual media and their effects. Sexual Script Theory (SST) was developed by sociologists John Gagnon and William Simon in the 1970s (Gagnon & Simon, 1973; Simon & Gagnon, 2003; Wiederman, 2015). SST argues that human sexuality is not merely a biological instinct, but a highly complex set of cognitions and behaviors shaped by symbolic, social and cultural factors: People develop ideas about how to have sex in terms of organized cognitive schemas or “scripts” that reflect intra-psychic desires (e.g., their sexual fantasies), social norms (e.g., peers’ and partners’ sexual expectations), and cultural influences (e.g., representations of sexuality in the media they consume). SST stresses that the intra-psychic, social, and cultural determinants of individuals’ sexual scripts mutually influence each other and can change over time (Simon & Gagnon, 2003). However, in pornography research, usually only the third element of the theory (cultural influences through media representations of sexuality) is considered. Applied to pornography, SST predicts that sexual scripts presented in pornographic material (e.g., spontaneous anal sex with strangers without condoms or overt consent communication) can shape individuals’ sexual scripts. The Acquisition, Activation, and Application Model of Media Sexual Socialization (3AM) was developed more recently by communication researcher Paul Wright as a specification of SST regarding media influence (Wright, 2011). According to the 3AM, sexually explicit media content shapes cognitive schemas of sexuality in three ways: Pornography can foster the creation of new schemas (schema acquisition), it can prime extant schemas (schema activation), and it can facilitate the utilization of extant schemas to inform attitudes and behaviors (schema application). The 3AM differentiates between specific scripting effects of pornography (e.g., engaging in condom-free casual anal sex without sufficient consent communication after having observed this exact sexual script multiple times in pornography) versus abstract scripting effects (e.g., adopting a more permissive sexual worldview after having observed many people engaging in unrestricted sex in pornography). The aforementioned general and sexuality-specific media effects theories have been used predominantly to predict negative (unwanted, harmful) effects such as dangerously distorted views of sexuality and gender roles as well as engagement in risky or violent sexual behaviors, while potential positive effects have been mostly ignored. Only recently, has serious consideration been given to the beneficial effects of pornography use (e.g., sexual identity validation, sexual empowerment, improved couple communication, sexual skill acquisition, etc.) in the research literature (e.g., Döring, 2021; Döring & Mohseni, 2018; Döring et al., 2021; Kohut & Fisher, 2013; Kohut et al., 2017; Miller et al., 2018; Tillmann & Wells, 2022). Depending on specific negative and/or positive effect assumptions, different aspects of the representation of sexuality will be measured (e.g., expressions of aggression during sex or different types of sexual stimulation techniques). Gender Role, Feminist and Queer Theories Typically, analysis of the ways in which sexuality is represented in pornography involves considerations of gender relations, therefore gender role theories and feminist theories of gender (in-)equality are frequently drawn upon (e.g., Eagly, 1987). There are two main reasons for this additional theoretical focus on gender: 1) Most SEM depicts heterosexual encounters, hence the portrayal of sexuality in pornography implies a portrayal of sexual gender relations (Williams, 1989). 2) Gender relations in the media are often asymmetrical, depicting men and women in superior and subordinate positions, respectively. Such patriarchal gender relations are expected to be reflected, or even exaggerated, in pornographic material. Radical feminist approaches in particular characterize pornography as a portrayal of sexual degradation of women by men, that is so harmful to society that it should be prohibited (e.g., MacKinnon, 1991). Other feminist approaches are also critical of asymmetric gender relations in traditional mainstream pornography and call for more gender equality in SEM, such as in feminist pornography (Williams, 1989). Feminist criticism of gender roles and relations in pornography does not address the demographic variable of sex/gender alone, but also covers other diversity dimensions such as age, race/ethnicity, or disability. According to the analytical framework of intersectionality, the subordination and discrimination of women in society and media representations particularly affect those women who have multiple marginalized demographic characteristics (e.g., the representation of white women in pornography differs from that of black or Asian women; Fritz et al. 2021). Queer theory is also concerned with different racial/ethnic and sexual identities of women and their participation and representation in pornography (Ingraham 2013). Content analyses of pornography need to take into consideration that pornography is becoming increasingly diverse (Miller & McBain, 2022). Hence, content analyses need to differentiate between various pornographic sub-genres such as commercial heterosexual mainstream pornography (traditionally targeting men) versus, for example, women-friendly and couple-oriented pornography, feminist pornography, queer pornography, fetish and kink pornography, or authentic amateur and DIY (do it yourself) pornography in the form of visual or text pornography (Döring, 2021; McKee et al., 2008). Gender role, feminist, and queer theories predict that gender relations in mainstream pornography are more asymmetrical, stereotypical and patriarchal than in women- and couple-friendly, feminist and queer pornography. Sexual Fantasy and Desire Theories The above-mentioned effect theories do not address and explain the main intended effect of pornography, namely immediate sexual arousal, pleasure and satisfaction. The theories focus on linking the fictional pornographic content directly with real life opinions and behaviors, but mostly ignore the links between fictional pornographic content and sexual fantasies. Research shows that many sexual fantasies of people of all genders are unrealistic, extreme, clichéd, violent and norm-violating and that norm-violation is often what makes them arousing (e.g., Bivona et al., 2012; Critelli & Bivona, 2008; Joyal, 2015). The same might be true for pornographic content. Hence, measuring pornography, a fictional media genre, against standards of realism, health and morality might not always be in line with the main entertainment purpose of the genre. Erotizing the forbidden and dangerous (e.g, sex with family members, with mysterious strangers, with authority figures, with non-human creatures) is a common trope of sexual fantasies, hence meaningful variables to measure pornographic portrayals of sexuality could be derived from, and related to, theories of sexual fantasy and desire (e.g., Salmon et al., 2019; Stoller, 1985). Indulging in unrealistic and norm-violating fantasies and fictional media contents is part of media entertainment and may not necessarily lead to norm-violating behaviors. Competent media users should be able to differentiate between fiction and reality. Mold Theories versus Mirror Theories When analyzing and criticizing sexuality portrayals in pornography, it is important to realize that media do not just uni-directionally influence public opinions and behaviors (mold theory). Rather, media also bi-directionally reflect existing sexual relations and fantasies (mirror theory). Recent sex surveys, for example, demonstrate that engagement in consensual BDSM (Bondage/Discipline, Dominance/Submission, Sadism/Masochism) practices and rough sex (e.g., name calling, spanking, hair pulling) is fairly widespread in the general population and enjoyed by all genders (e.g., Burch & Salmon, 2019; Herbenick et al., 2021a, 2021b; Strizzi et al., 2022). Hence, it might not always be the adult industry that influences audiences’ sexualities, but also audiences’ sexual interests that influence porn production. Particularly in the digital pornography market, producers and vendors can easily analyze audience preferences through the analysis of search terms and download statistics and adopt their content accordingly. Furthermore, general beauty trends in society (e.g., regarding shaving of pubic and body hair, growing of beards, or multiple tattoos and other body art) might be mirrored in pornography (through its selection and presentation of performers) rather than of generated by it. References/combination with other methods of data collection: Manual quantitative content analyses of pornographic material can be combined with qualitative (e.g., Keft-Kennedy, 2008) as well as computational (e.g., Seehuus et al., 2019) content analyses. Furthermore, content analyses can be complemented with qualitative interviews and quantitative surveys to investigate perceptions and evaluations of the portrayals of sexuality in pornography among pornography’s creators and performers (e.g., West, 2019) and audiences (e.g., Cowan & Dunn, 1994; Hardy et al., 2022; Paasoonen, 2021; Shor, 2022). Additionally, experimental studies are helpful to measure directly how different dimensions of pornographic portrayals of sexuality are perceived and evaluated by recipients, and if and how these portrayals can affect audiences’ sexuality-related thoughts, feelings, and behaviors (e.g., Kohut & Fisher, 2013; Miller et al., 2019). Example studies for manual quantitative content analyses: Acknowledging the multidimensionality and complexity of portrayals of sexuality in pornography, a recent research review identified eight main dimensions of analysis (Miller & McBain, 2022) that are adopted and extended in this DOCA entry as: 1) violence, 2) degradation, 3) sex acts, 4) performer demographics (sex/gender, age, race/ethnicity), 5) performer bodily appearance, 6) safer sex practices, 7) relational context of sex, and 8) consent communication. Example studies and measures for all eight dimensions of pornographic portrayals of sexuality are presented in separate DOCA entries. Eight Dimension of Portrayals of Sexuality in Pornography DOCA entry 1) Violence Portrayals of Sexuality in Pornography: Violence 2) Degradation Portrayals of Sexuality in Pornography: Degradation 3) Sex Acts Portrayals of Sexuality in Pornography: Sex Acts 4) Performer Demographics Portrayals of Sexuality in Pornography: Performer Demographics 5) Performer Bodily Appearance Portrayals of Sexuality in Pornography: Performer Bodily Appearance 6) Safer Sex Practices Portrayals of Sexuality in Pornography: Safer Sex Practices 7) Relational Context of Sex Portrayals of Sexuality in Pornography: Relational Context of Sex 8) Consent Communication Portrayals of Sexuality in Pornography: Consent Communication References Bandura, A. (1971). Social learning theory. General Learning. Bandura, A. (2001). Social cognitive theory of mass communication. Media Psychology, 3(3), 265–299. https://doi.org/10.1207/S1532785XMEP0303_03 Bivona, J. M., Critelli, J. W., & Clark, M. J. (2012). 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The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. — William Arthur WardIntroductionThe first documented use of the term Mentor can be traced back to the 8th century BC poem by Homer entitled Odyssey (Hay, Gerber and Minichiello). Although this original representation of Mentor is contested in the literature (Colley), historically the term mentor has evolved to imply a wise and trusted other who advises, teaches, protects and supports someone younger who is inexperienced and not so knowledgeable with the ways of the world. The mentor within a 21st century construct still aligns to this historical portrayal, however the evolution of society, the influence of technology, the growth of entrepreneurship, and a greater understanding of the impact of our interactions with others has forced us to consider mentoring in contemporary ways. As such, popular culture, through books, film and images, provide many impressions of the mentor and what it means to mentor in both historical and contemporary circumstances. Similarly, popular culture provides us with a variety of impressions of the teacher. Throughout old and new history, teaching is considered to be a honourable profession, one that is complex and involves specific skills and knowledge to be effective (Marsh). Society has high expectations of teachers as they are entrusted with shaping the future generation (Parkay). Although the levels of respect and trust of teachers changes within different cultural circumstances, society allows teachers to be one of the most influential figures in a child’s life. Popular film often picks up on this theme and portrays teachers as inspirational figures, pillars of society and those that can have a major influence over the development of the student’s in their care. Within the brief story that a film provides, teachers are more often than not, positioned as a ‘mentor type’ figure to the students entrusted in their care, who guides and supports them to become who they want to be. This paper explores the constructs of the mentor and mentorship through a popular culture lens. Culture is broadly described as the “bricks and mortar of our most commonplace understandings” (Willis 185) and our understandings are shaped by what we see, hear and do. The paper is framed by and seeks to answer the following question: To what extent is the teacher as mentor portrayed in popular film a realistic image? Accordingly this paper will examine the rise of the teacher as mentor and determine what images are portrayed through the medium of film. In order to answer the question, the paper will briefly examine current literature for the characteristics and roles of mentors and teachers. The paper will then delve into the way that teachers are portrayed in film and will be followed by an examination of a selection of films that portray teachers as mentors. A comparison will be made between the characteristics of mentors and the characteristics that the movie teachers display. Analysis through the use of reader-response theory will provide insight into the extent of the reality of the teacher as mentor that are portrayed. Mentors and Teachers: A Review of Selected Literature Mentoring consists of a series of interactions that can be of a social, intellectual or emotional nature (Lentz and Allen). Mentoring can be described as a helping relationship whereby two or more people work together in order to achieve personal and professional goals (Johnson and Ridley). Effective mentoring is also known to be mutually beneficial to all participants (Ambrosetti, Knight and Dekkers). When scanning the literature there are a number of common descriptors that are used consistently to situate the interactions a mentor undertakes: supporter, guide, advisor, teacher, protector and counselor (Sundli; Hall et al.). Such descriptors indicate that a mentor performs a series of roles that change according to the needs of those being mentored (Ambrosetti and Dekkers). If the mentor has a series of roles to perform, then it is logical that the mentee also will also have a number of roles to play, however these are lnot well documented in the literature. The roles that both mentors and mentees play during a relationship can be identified and underpinned through the three dimensions of mentoring: the relationship itself, the developmental needs of the participants and the integration of the context in which the mentoring is situated (Ambrosetti, Knight and Dekkers). The interactions that a mentor engages in with a mentee span over a number of dimensions and are often reactive in nature. The three dimensions of mentoring can assist in describing a mentor and the roles they play. The relational dimension includes such roles as supporter, protector, friend and counselor. The roles of guide, teacher/trainer, collaborator, facilitator and reflector can be classified as developmental whereas being a role model can be both a developmental role and contextual role (230). There are a number of characteristics that are common to a mentor. Johnson and Ridley summarize them to include the following traits: exuding warmth, listening actively, showing unconditional regard, tolerating idealization, embracing humor, not expecting perfection, being trustworthy, having interpersonal competence, respecting another’s values and not being jealous of the mentee (43-62). The above list of traits are personal and often linked to personality, thus can be connected explicitly to the relational dimension of mentoring. The possession (or non-possession) of such traits can impact on the interactions that occur within mentorship. Accordingly it can be assumed that the characteristics, in conjunction with the roles that mentors play, that not everyone is suited to the role of mentor. Most people have experienced schooling at some stage in their life and is therefore familiar with the role of a teacher. Teaching is one most well known professions and can be described as a “creative act in which teachers continually shape and reshape lessons, events and the experiences of their students”(Parkay 45). The role of a teacher is to teach both knowledge and skills to their learners in order to prepare them as citizens for the future. More specifically, the role of the teacher is to design and deliver learning experiences that cater for and challenge the learners, that develop skills and knowledge both inside and outside of the classroom, and help them become confident, creative and responsible citizens. Despite this important role, the image of teachers is split between two types: one that is bitter, spiteful and egocentric, and the other being caring, accepting and reflective (Connell). We remember teachers according to such categories. The types of characteristics that teachers hold are extensive, however the following encompasses those that are key within the literature. Teachers generally have compassion, empathy and a caring nature. They can be flexible, creative, personable, humorous, positive, knowledgeable, motivational and dependable. Teachers are often well organised people, fair minded and resourceful (Howell). When examining the characteristics of teachers and the traits of mentors, similarities can be seen indicating that a particular type of person may be more suited to being a teacher and/or mentor. Teachers as Mentors in Film Teachers seem to be a popular subject of feature films. Films such as Goodbye Mr Chips (1939), Blackboard Jungle (1955) and To Sir with Love (1967) provide us with insight into the way teachers are portrayed in society and the role they play. Film however, has the specific ability to shape the cultural understanding we develop and allows us to make comparisons to our own experiences and those that are played out in fictional circumstances (Delamarter). While there are some films that provide a negative portrayal of teachers, generally they provide a view that teachers are positive influences on the students in their care.A search of the World Wide Web about the teacher as mentor brings up a treasure trove of film titles that span from the 1930s to the present day. Despite such a choice of titles, the following films have been selected to examine in this paper: Dead Poets Society (1989), Dangerous Minds (1995), Freedom Writers (2007) and the Harry Potter series of films (2001-2011). Selection of these films was based on the following two criteria: 1) they occurred within in a school setting and 2) are embedded within a contemporary theme of struggle where rebellion and/or other teenage angst are highlighted. Reader-response theory will underpin the analysis of the teachers in each of the films selected, so that an answer to the earlier posed question can be illuminated. Broadly speaking, reader-response theory is concerned with how readers, or in this case viewers, “make meaning from their experience with the text” (Beach 1). There are many perspectives on reader-response theory and how one might focus upon when responding to a text. In this instance the author will highlight the transaction that occurs between the reader, the text and the context. The transactions will include the social, cultural, experiential, psychological and textual viewpoints (Beach 8). Firstly, each film will be briefly described. This will be followed by an analysis of the teachers portrayed in the films. Dead Poets Society (1989) is set at a conservative secondary boys academy in the late 1950s and focuses on a group of students completing their senior year. Mr Keating is a new English teacher who uses unconventional teaching methods in the classroom. He inspires his students to ‘seize the day’ and ‘make your lives extraordinary’ and does this through the teaching of poetry. He encourages them to stand on desks during his lessons and to throw out tradition. It is Keating’s messages to his students to question what they believe that permeates the film and inspires his students to pursue what they want to do and become. The film Dangerous Minds (1995) is set in a low socio-economic area, where un-privilege and protecting yourself is a way of life. The teacher in this film is new and young, but is an ex US Marine. The class the film centres on is a difficult one to teach. This teacher uses unorthodox methods to gain the attention and trust of her students. The film makes a point to show us that she makes particular effort to relate the curriculum to the students’ interests in order to engage them in learning. Emphasis is also on the fact that she takes an interest in the students and many become her ‘personal projects’ and helping them to realize who they can become. Freedom Writers (2007) is set in the years directly following the Los Angeles riots of 1992 whereby issues of racism, segregation and inequality along with the changing view of the world is the focus. The students in the classrooms of this film are from diverse backgrounds and un-trusting of the education system. Their teacher is new and young and her first attempts to earn their trust fail until she begins to get to know the students and make links between what is being taught to their own lives. She inspires her class to learn tolerance, apply themselves and pursue further education. In the Harry Potter (2001-2011) series of films, there are several teachers who make an impact upon the young wizards. Although set in a fantasy world, the audience is treated to both inspirational teachers looking to nurture, protect and develop their charges, and teachers who are painted as egocentric and suspicious. Inspirational teachers include Dumbledore and McGonagall who offer subtle life lessons, specific skills and knowledge and protect the young wizards from danger. Egocentric and somewhat suspicious teachers include Snape and Quirrell who look to thwart the wizard’s time at school, however they too offer subtle life lessons to their students. The theme of good versus evil is paramount throughout the film series and the teachers are aligned with this theme.Teachers as Mentors – An AnalysisAlthough only a brief description of each film has been offered, the teachers as mentors to their students is the focus. Mr Keating (Dead Poets Society) and LouAnne Johnson (Dangerous Minds) are both described as unorthodox as they each use teaching methods that are frowned upon by others. However their purposeful and different teaching methods draw their students into their lessons so that life learning can occur. In each film, the unorthodox teaching touches the students in ways unknown to them before and in both cases the students demonstrate intellectual and personal growth. The unorthodox methods provide an avenue for a different relationship that is far from the traditional. In some scenes friendship is hinted at where guiding and supporting the students towards their hopes and dreams is highlighted. Aspects of mentoring can be seen through relational, developmental and contextual domains as the students are supported, guided and provided explicit role modeling. The young teacher in Freedom Writers, Erin Gruwell, uses a teaching approach that includes taking time to get to know her students. This approach, like Keating and Johnson, provides the opportunity to tweak the curriculum to the interests of the students and thus engage them in academic learning. They teach skills and knowledge in ways which relate to the students’ lives and interests. They guide, support the students towards the unfamiliar and facilitate opportunities for success. They help them to set goals and make them realise that they have a future and can be successful in their lives. The transformations that occur due to the teaching approaches used by the teachers cause their students admire and want to be like them. In Harry Potter, teachers Dumbledore and McGonagall are wise in years and life experience. They offer wisdom, protection and guidance to the young wizards throughout the series. These teachers, like Keating, Johnson and Gruwell, are role models in that they represent what life can be like and how best to achieve that life. Snape and Quirell also take an interest in their students, but represent an alternative view of life and learning. The difference between the four Harry Potter teachers can be drilled down to the traits of effective teachers. Two of which emulate the traits and two whom do not readily display any of the traits. Dumbledore and McGonagall can be considered as teacher mentors whereas Snape and Quirell cannot. In each film the student can be seen as central to the teacher as mentor and this in turn influences the way in which they behave. The teachers in these films pass on life lessons through their teaching. Throughout the films the teachers are guiding, supporting, befriending, protecting and training their charges. Interactions that occur between the teachers and the students are followed by a reflective phase by the teachers, whereby solutions to problems are sought or self-realisation occurs. In many instances the films show the teacher learning from the student and thus learning their own life lessons through reflection. From a social and cultural perspective, what is portrayed within the storylines are often close to the reality of what is expected from teachers. In many instances these lead towards a stereotyping of who teachers are and how they behave. However, from an experiential point of view, our expectations of the actions that teachers undertake do not usually take such form. In reality, teachers are busy people with a complex job to do (Connell) and often do not have time to take personal interest in all of their students individually. The teachers within the films chosen seem to have one class to prepare for, whereas in reality, a school teacher will have many classes to consider. Psychologically, some teachers and the style they embrace appeal to a particular a type of student or group of students. In the case of Dead Poets Society, Dangerous Minds and Freedom Writers, the storyline painted the students as those needing a particular type of teacher, someone who would save them from their circumstance and visa versa. The textual perspective was well highlighted by the teachers in the Harry Potter films as the viewer expects to see teachers with rather unusual but interesting teaching styles. However the text (within all films) included insight into mentor characteristics such as warmth, humour, tolerance, respect and unconditional regards. Generally, the films examined highlight two different types of teachers, challenging the categories written about by Connell. The first type of teacher highlighted was one who was seen as being more contemporary. One who is individual, unorthodox, and maybe a little rebellious; this teacher highlights that you need to be ‘different’ to make a difference. The second type was one who aligns to the traditional form of teacher; one who uses their knowledge, wisdom and life experience to break through to their student. Each of the films were underpinned by the relationship, the developmental needs and the context in which the narrative was played out, however the relationship between the students and the teacher was highlighted as being central to the storyline. Thus films of this nature often portray teachers as those who help their students in the emotional sense rather than the intellectual sense (Delamarter). Conclusion Several understandings about the teacher as mentor have been brought to light through the examination of the teacher as mentor in film. Firstly, in revisiting the mentoring definitions offered within this paper, it can be said that the teachers highlighted in the discussed films were mentoring their students in a way unique to the relationship developed between teacher and student. In each instance the teacher worked with their students to identify teaching approaches that would be successful in the context in which they were situated. Each film demonstrated that the teachers were committed to creating a relationship that met the developmental needs of their students. Interestingly, it was observed that the relationships were mutually beneficial in that the teachers grew along with the students with many coming to realisations about themselves through reflection and self thought. Secondly, the teachers within the films were portrayed as playing several important roles within their students’ lives. The teachers were role models inside and outside of the classroom. Each film’s storyline positioned the teacher as an influential other, whether they be portrayed as rebellious and unorthodox, evil and suspicious or inspirational and wise. The teachers in these films can be considered as mentors as they were supporting, guiding, protecting and nurturing the students to become better versions of themselves. However, the question that this article sought to answer was: to what extent is the teacher as mentor portrayed in popular film a realistic image? In looking back at the image the teacher in society and the role that they play in developing citizens of the future, it can be said the image presented has slivers of realism. In the real world, teachers must conform to society’s expectations, educational policies and codes of professionalism. Professional relationships with students do not encompass them in behave a student as a ‘personal project’, although catering to their needs is encouraged within the curriculum. It would be thought that if teachers did not encourage their students to be the best they can be, then they would not be doing their job. Many figures throughout our cultural history have been viewed as a mentor due to the role they play and how these roles align to societal beliefs and values. Thus, the portrayal of mentors and mentorship through a popular culture lens provides insight into our understanding about what mentorship is and how this may develop in the future. Both in the past and present, teachers are seen as inspirational figures and pillars of society, and are often considered a mentor by default. Films portray teachers in a variety of fashions, however there are many films that subtly position the teacher as a mentor to their students and it is this that this article has focused on. 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