When Gender Stereotypes Get Male Adolescents into Trouble: A Longitudinal Study on Gender Conformity Pressure as a Predictor of School Misconduct

School misconduct is a threat to educational careers and learning. The present study sheds light on why male adolescents in particular are prone to school misconduct. Qualitative research has argued that male adolescents’ construction of masculinity is a factor driving their school misbehavior. We examined the role of felt pressure to conform to gender stereotypes in predicting school misconduct among male and female adolescents. Data were provided by a three-wave panel study encompassing more than 4200 Flemish early adolescents (ages 12–14). Three-level growth curve models showed that male adolescents misbehaved more in school than female adolescents did. Male adolescents also demonstrated a steeper increase in school misconduct than female adolescents. Furthermore, greater felt gender conformity pressure predicted an increase in school misconduct in male adolescents but not in female adolescents. We conclude that school misconduct forms part of an enactment of masculine gender identity with detrimental consequences for male adolescents’ educational achievement.

Examining the Relationships Between the Triarchic Psychopathy Constructs and Behavioral Deviance in a Community Sample

Few studies have examined the extent to which psychopathic traits relate to the commission of mild to moderate acts of deviance, such as vandalism and minor traffic violations. Given that psychopathy is now studied in community populations, the relationship between psychopathic traits and less severe deviant behaviors, which are more normative among noninstitutionalized samples, warrants investigation. The current study examined the relationships between the triarchic model of psychopathy (Patrick, Fowles & Krueger, 2009) and seven forms of deviant behavior (drug use, alcohol use, theft, vandalism, school misconduct, assault, and general deviance) in a nationally representative sample. Triarchic disinhibition positively predicted each form of normative deviance. Boldness positively predicted drug and alcohol use as well as general deviance, while meanness negatively predicted school misconduct. Boldness and disinhibition also positively predicted overall lifetime engagement in deviant behavior. Implications are discussed, including support of the role of boldness within the psychopathy construct.

Gender Differences in Context: The Impact of Track Position on Study Involvement in Flemish Secondary Education

This study examines whether the influence of track position on study involvement is gendered and whether gender differences in study involvement according to track position are associated with school misconduct and rather poor future perspectives. Three-level analyses (HLM 6) of data gathered in 2004-2005 from 11,872 third- and fifth-grade students in 146 tracks in a representative sample of 85 secondary schools in Flanders (Belgium) confirmed the impact of tracking on boys’ as well as girls’ study involvement. Boys are, generally, less involved in studying than girls, and boys are more affected by track position than girls are, enlarging the gender gap in the lower tracks. In these tracks, boys are more prone to misconduct and rather poor future perspectives. Finally, girls in arts tracks are, on average, more involved in studying than girls in academic tracks, but because of their higher tendency for disruptive behavior in school, this does not show.