Associations between hegemonic masculine norms and academic outcomes among youth in China and the United States

Abstract

Hegemonic masculine norms are associated with lower adolescent psychological and social well-being for boys and girls across cultural contexts. A growing body of research, primarily focused on Western populations, suggests that adherence to hegemonic masculine norms may also pose a risk to academic achievement. However, the mechanisms underlying this association remain underexplored. This study investigates school engagement as a potential mediator through which greater adherence to hegemonic masculinity influences poorer academic performance. Using data collected in the United States (n = 947) and China (n = 710), we explored whether the influence of hegemonic masculinity on academic outcomes can be observed across national and cultural contexts. Specifically, we examined relations between adherence to hegemonic masculine norms in 7th grade and academic engagement and performance in 8th grade among U.S. and Chinese boys and girls. Results show that higher levels of adherence to hegemonic masculine norms were associated with lower academic performance across gender and nationality. Moreover, school engagement partially mediated the association between adherence to hegemonic masculine norms and academic performance in both U.S. and Chinese samples. Implications for policy makers and educators are discussed in relation to both cultures in which our data is situated.