Main Article Content

Alicia Bernardos Hernández
INSTIFEM. Universidad Complutense de Madrid
Spain
Irene Martínez Martín
Universidad Complutense de Madrid
Spain
Irene Solbes Canales
Universidad Complutense de Madrid
Spain
Vol. 3 No. 2 (2022), RESEARCHES, pages 78-95
DOI: https://doi.org/10.24310/mgnmar.v3i2.13141
Submitted: Aug 5, 2021 Accepted: Mar 18, 2022 Published: Jul 30, 2022
How to Cite

Abstract

Research suggests a current transformation in young population gender discourses and cultures. Our aim in the present research is to analyse the discourse of a group of adolescents - with a flexible view on the construction of gender and a high level of social acceptance in their peer group - around the identification with gender categories. We used a qualitative approach to discourse analysis based on open-ended semi-structured interviews. The interviewees described the categories woman/man from different independent dimensions, highlighting self-identification as the key dimension for belonging to the category. Their discourses stand out for their resistance to the rigidity and statism of monoglossic discourse, showing rejection against what they enunciate as stereotypical and rigid, in a complex negotiation between the desire for social acceptance and the search for more flexible ways of being a girl/boy. 

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Article Details

References

Anderson, E. (2013). Adolescent masculinity in an age of decreased homohysteria. Thymos: Journal of Boyhood Studies, 7(1), 79-93. DOI:10.3149/thy.0701.79

Anderson, E., y McCormack, M. (2018). Inclusive masculinity theory: Overview, reflection and refinement. Journal of Gender Studies, 27(5), 547-561. DOI:10.1080/09589236.2016.1245605

Ballesteros, J. C., Sanmartín, A., y Tudela, P. (2018). Barómetro Juventud y Género 2017. Centro Reina Sofía sobre Adolescencia y Juventud. Fundación de Ayuda contra la Drogadicción. DOI:10.5281/zenodo.3531923

Ballesteros, J. C., Rubio, A., Sanmartín, A., y Tudela, P. (2019). Barómetro juventud y género 2019: Identidades y representaciones en una realidad social compleja. Centro Reina Sofía sobre Adolescencia y Juventud. Fundación de Ayuda contra la Drogadicción. https://bit.ly/3jiboG0

Bernardos, A. (2018). Rigidez-Flexibilidad de las Categorías Identitarias Mujer/Hombre en la Adolescencia. IV Jornadas de Investigación y PHday en Educación: Retos y Oportunidades de la Investigación Educativa, 14-24. Universidad Complutense, Facultad de Educación. https://eprints.ucm.es/id/eprint/60156/

Bernardos, A., Martínez-Martín, I., y Solbes, I. (2020). Vínculos y comunidad; introducción de la ética del cuidado en educación a través de estructuras participativas. Diversidade E Educação, 8, 195-212. DOI:10.14295/de.v8iEspeciam.9707

Bernardos, A., Martínez-Martín, I., y Solbes-Canales, I. (2021). ‘It depends entirely on the person’: freedom and inequality in Spanish youth gender discourses. Sex Education, 1-13. DOI: 10.1080/14681811.2021.1984223

Blakemore, J. E. O., Berenbaum, S. A., y Liben, L. S. (2009). Gender development. Psychology Press. DOI: 10.4324/9780203889756

Bragg, S., Renold, E., Ringrose, J., y Jackson, C. (2018). "More than boy, girl, male, female": Exploring young people's views on gender diversity within and beyond school contexts. Sex Education, 18(4), 420-434. DOI:10.1080/14681811.2018.1439373

Bussey, K. (2011). Gender identity development. En S. J. Schwartz, K. Luyckx & V. L. Vignoles (Eds.), Handbook of identity theory and research (pp. 603-628). Springer. DOI:10.1007/978-1-4419-7988-9

Connell, R. W., y Messerschmidt, J. W. (2005). Hegemonic masculinity: Rethinking the concept. Gender & Society, 19(6), 829-859. DOI:10.1177/0891243205278639

Cook, J., y Hasmath, R. (2014). The discursive construction and performance of gendered identity on social media. Current Sociology, 62(7), 975-993. DOI:10.1177/0011392114550008

Cover, R. I. (2018). Emergent Identities: New Sexualities, Genders and Relationships in a Digital Era. London: Routledge. https://bit.ly/3jicwte

Edwards-Leeper, L., Leibowitz, S., y Sangganjanavanich, V. F. (2016). Affirmative practice with transgender and gender nonconforming youth: Expanding the model. Psychology of Sexual Orientation and Gender Diversity, 3(2), 165-172. DOI:10.1037/sgd0000167

Endendijk, J., Groeneveld, M., y Mesman, J. (2018). The Gendered Family Process Model: An Integrative Framework of Gender in the Family. Archives of Sexual Behavior, 47(4), 877–904. DOI:10.1007/s10508-018-1185-8

Francis, B. (2012). Gender monoglossia, gender heteroglossia: The potential of Bakhtin's work for re-conceptualising gender. Journal of Gender Studies, 21(1), 1-15. DOI:10.1080/09589236.2012.639174

Francis, B., Skelton, C., y Read, B. (2010). The simultaneous production of educational achievement and popularity: how do some pupils accomplish it? British Educational Research Journal, 36(2), 317-340. DOI:10.1080/0141192090291926

Francis, B., y Paechter, C. (2015). The problem of gender categorisation: Addressing dilemmas past and present in gender and education research. Gender and Education, 27(7), 776 – 790. DOI: 10.1080/09540253.2015.1092503

Frohard?Dourlent, H., Dobson, S., Clark, B. A., Doull, M., y Saewyc, E. M. (2017). “I would have preferred more options”: Accounting for non-binary youth in health research. Nursing Inquiry, 24(1). DOI:10.1111/nin.12150

Goldberg, S. (2017). “We Are in the Midst of a Gender Revolution”. National Geographic Special Issue Gender Revolution, 3-4. https://on.natgeo.com/2VtNL5v

Hyde, J. S., Bigler, R. S., Joel, D., Tate, C. C., y van Anders, S. M. (2019). The future of sex and gender in psychology: Five challenges to the gender binary. The American Psychologist, 74(2), 171-193. DOI:10.1037/amp0000307

Joel, D., Tarrasch, R., Berman, Z., Mukamel, M., y Ziv, E. (2014). Queering gender: Studying gender identity in ‘normative’ individuals. Psychology & Sexuality, 5(4), 291-321. DOI:10.1080/19419899.2013.830640

Jones, T., Smith, E., Ward, R., Dixon, J., Hillier, L., y Mitchell, A. (2016). School experiences of transgender and gender diverse students in Australia. Sex Education, 16(2), 156-171. DOI:10.1080/14681811.2015.1080678

Martín-Babarro, J., Martínez-Arias, M. R., y Díaz-Aguado, M. J. (2008). Programa Iesocio para la prevención del acoso escolar. Psicología Educativa, 14(2): 129-146. https://bit.ly/3rSY1Qw

Martín, V. R., García, E. M., y Calvo, S. M. (2020). Desigualdades y violencias de género en jóvenes y adolescentes: ¿soplan vientos de avance? Prisma Social, 31, 368-387. https://bit.ly/3tFzLEt

Martínez-Marín, M. D., y Martínez, C. (2019). Negative and Positive Attributes of Gender Stereotypes and Gender Self-Attributions: A Study with Spanish Adolescents. Child Indicators Research, 12(3). DOI:1043-1063. 10.1007/s12187-018-9569-9

Martínez Martín, I., y Ramírez Artiaga, G. (2017). Des-patriarcalizar y Des-colonizar la Educación. Experiencias para una Formación Feminista del Profesorado. Revista Internacional De Educación Para La Justicia Social (RIEJS), 6(2). DOI:10.15366/riejs2017.6.2.005

Missé, M. (2020). A la conquista del cuerpo equivocado. Editorial Egales. https://bit.ly/3AobUcP

Mosteiro García, M. J., y Porto Castro, A. M. (2017). Análisis de los Estereotipos de Género en alumnado de Formación Profesional: Diferencias según sexo, edad y grado. Revista De Investigación Educativa, 35(1), 151-165. https://bit.ly/3ruO786

Paechter, C. (2012). Bodies, identities and performances: Reconfiguring the language of gender and schooling. Gender and Education, 24(2), 229-241. DOI:10.1080/09540253.2011.606210

Paechter, C. (2019). Where are the feminine boys? interrogating the positions of feminised masculinities in research on gender and childhood. Journal of Gender Studies, 0(0), 1-12. DOI:10.1080/09589236.2019.1597339

Paechter, C. (2020). Implications for gender and education research arising out of changing ideas about gender. Gender and Education, 1-15. DOI:10.1080/09540253.2020.1798361

Paechter, C., y Clark, S. (2016). Being ‘nice’ or being ‘normal’: Girls resisting discourses of ‘coolness’. Discourse: Studies in the Cultural Politics of Education, 37(3), 457-471. DOI:10.1080/01596306.2015.1061979

Paechter, C., Toft, A., y Carlile, A. (2021). Non-binary young people and schools: pedagogical insights from a small-scale interview study. Pedagogy, Culture & Society, 29. DOI: 1-19. 10.1080/14681366.2021.1912160

Pérez-Díaz, M. T., Simón, P., Clavería, S., García-Albacete, G., López-Ortega, A., y Torre, M. (2020). Informe Juventud en España 2020. INJUVE. https://bit.ly/3nTyhTj

Pomerantz, S., Raby, R., y Harris, A. (2017). Smart Girls: Success, School, and the Myth of Post-Feminism. University of California Press. https://bit.ly/3fxjlX5

Renold, E. (2009). Tomboys and 'female masculinity': (dis)embodying hegemonic masculinity, queering gender identities and relations. In W. Martino, M. D. Kehler & M. B. Weaver-Hightower (Eds.), The problem with boys' education: Beyond the backlash (pp. 224-241). Routledge. https://bit.ly/3xww2Yo

Renold, E. (2013). Boys and girls speak out: A qualitative study of children's gender and sexual cultures (age 10-12). School of Social Sciences, Cardiff University. https://bit.ly/3xnYhIn

Ringrose, J., Regehr, K., y Whitehead, S. (2021). ‘Wanna Trade?’: Cisheteronormative Homosocial Masculinity and the Normalization of Abuse in Youth Digital Sexual Image Exchange. Journal of Gender Studies. DOI: 10.1080/09589236.2021.1947206

Rodríguez, E., y Ballesteros, J. C. (2019). Informe Jóvenes y Género

"La (in)consciencia de equidad de la población joven en España". Centro Reina Sofía sobre Adolescencia y Juventud, Fad. DOI:10.5281/zenodo.3626884

Rodríguez, E., Calderón, D., Kuric, S., y Sanmartín, A. (2021). Barómetro Juventud y Género 2021. Identidades, representaciones y experiencias en una realidad social compleja. Centro Reina Sofía sobre Adolescencia y Juventud, Fad. DOI: 10.5281/zenodo.5205628

Sánchez, M. (2019). Pedagogías queer: ¿nos atrevemos a hacer otra educación? Catarata. https://bit.ly/3ipMm8J

Solbes-Canales, I., Valverde-Montesino, S., y Herranz-Hernández, P. (2020). Socialization of Gender Stereotypes Related to Attributes and Professions among Young Spanish School-Aged Children. Frontiers in Psychology, 11(609). DOI: 10.3389/fpsyg.2020.00609

St. Pierre, E. (2000). ?Poststructural feminism in education: An overview?. International Journal of Qualitative Studies in Education, 13(5), 477-515. https://bit.ly/3Id7g4Y??????????????

Tate, C. C., Ben Hagai, E., y Crosby, F. J. (2020). Undoing the gender binary. Cambridge University Press. https://bit.ly/3AcsUSZ

Thomson, R., Bragg, S., y Jane Kehily, M. (2018). The work of gender for children: Now you see it, now you don’t. En R. Thomson, L. Berriman & S. Bragg (Eds.), Researching everyday childhoods: Time, technology and documentation in a digital age (1st ed., pp. 95-116). Bloomsbury Academic. DOI: 10.5040/9781350011779

Vijlbrief, A., Saharso, S., y Ghorashi, H. (2019). Transcending the gender binary: Gender non-binary young adults in Amsterdam. Journal of LGBT Youth, 17, 1-18. DOI:10.1080/19361653.2019.1660295