Masculine Norms, School Attitudes, and Psychosocial Adjustment Among Gifted Boys

  • Shepard S
  • Nicpon M
  • Haley J
 et al. 
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Abstract

Being an academically gifted boy may mean negotiating masculinity. In this exploratory study, 58 gifted and talented adolescent boys completed the Male Role Norms Inventory-Adolescent (MRNI-A) and the Behavior Assessment System for Children-Self-Report of Personality (BASC-SRP-A). Correlation results show endorsing traditional masculine norms was positively associated with feelings of competency, confidence, self-reliance, and feeling self-assured. Feelings of inadequacy also decreased when endorsement of masculine role norms increased. Adhering to achievement and status norms was associated with higher positive interpersonal relationships in high school and less social stress. Additionally, restricting emotions was associated with less satisfaction with friendships and social relationships for all participants. Results generally show boys adherence to male role norms to be positively related to their perceptions of academic achievement. Research and clinical implications are discussed. © 2011 American Psychological Association.

Author-supplied keywords

  • Gifted boys
  • Masculine norms
  • Psychosocial adjustment

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Authors

  • Samuel J. Shepard

  • Megan Foley Nicpon

  • James T. Haley

  • Michael Lind

  • William Ming Liu

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