| Theme | Representative Quote | Interpretation | |-------|----------------------|----------------| | Pressure to Conform | “If I’m not good at football, people think I’m weak.” (Chicago, 15 y) | Reinforcement of physical prowess as a status marker. | | Desire for Emotional Space | “I wish teachers asked us how we felt, not just how we scored.” (Moscow, 17 y) | Recognition of emotional suppression in schools. | | Navigating Multiple Identities | “At home I’m the caretaker, online I’m a gamer. Both feel real.” (Kisumu, 14 y) | Fluidity of self across contexts, reflecting digital ecology. | | Awareness of Toxic Masculinity | “My brother gets angry when I say I’m scared.” (Chicago, 13 y) | Direct observation of gendered emotional policing. |
Overall, 73 % of participants reported feeling conflicted between societal expectations of “toughness” and personal inclinations toward empathy or artistic expression. Various boys 02- 101553168 1280038335526457 75964 -iMGSRC.RU
A deductive‑inductive coding manual was created, comprising 12 primary codes (e.g., Physical Strength, Emotional Suppression, Academic Ambition, Sexual Agency, Non‑Normative Gender Expression) and 8 sub‑codes (e.g., Violence as Conflict Resolution, Mentorship, Digital Identity). Two independent coders achieved a Cohen’s κ = 0.87, indicating strong inter‑rater reliability. | Theme | Representative Quote | Interpretation |
Kimberlé Crenshaw’s theory of intersectionality underscores that gender cannot be examined in isolation from race, class, sexuality, and other axes of identity. Applying this perspective reveals how, for instance, a Black working‑class boy in the United States may encounter a distinct set of expectations compared with a middle‑class white boy in suburban Russia. Both feel real
