The masculine overcompensation thesis asserts that men react to masculinity threats with extreme demonstrations of masculinity, a proposition tested here across four studies. In study 1, men and women were randomly given feedback suggesting they were either masculine or feminine. Women showed no effects when told they were masculine; however, men given feedback suggesting they were feminine expressed more support for war, homophobic attitudes, and interest in purchasing an SUV. Study 2 found that threatened men expressed greater support for, and desire to advance in, dominance hierarchies. Study 3 showed in a large-scale survey on a diverse sample that men who reported that social changes threatened the status of men also reported more homophopic and prodominance attitudes, support for war, and belief in male superiority. Finally, study 4 found that higher testosterone men showed stronger reactions to masculinity threats than those lower in testosterone. Together, these results support the masculine overcompensation thesis, show how it can shape political and cultural attitudes, and identify a hormonal factor influencing the effect.

Most large data sets solicit "ethnic" identification and "racial" identification in separate questions. We test the relative salience of these two identifications by exploring whether individuals who chose both a Latino "ethnic" label and a "racial" label on separate survey questions still chose both of these labels when they were given a single combined question about their racial and ethnic origins. Copyright (c) 2006 Southwestern Social Science Association.

The authors provide a brief case study of a three-strategy approach for teaching undergraduate research methods that (1) incorporates active learning assignments and discussion-based learning, (2) integrates a cross-discipline and cross-method faculty guest discussion facilitators series, and (3) focuses on the challenges and rewards of conducting research. The authors propose that opportunities for faculty teaching and research collaborations may result from the implementation of these strategies in the context of dwindling institutional resources and increasing professional demands. Finally, the authors consider how involving students in active learning projects focusing on research, and encouraging more open and honest dialogue about the challenges, struggles, and failures faculty members experience when conducting their own research, generates a reciprocal learning environment that is enriching for both students and faculty members.

There are considerable (and growing) bodies of literature within sociology and psychology addressing the various ways in which masculinities are socially constructed and interactional, yet rarely are the two disciplines presented together. In this paper, we provide a selective integrated review of the literatures within psychology and sociology focusing on the social construction of masculinities. Rather than providing an exhaustive overview, this review places selected key sociological and psychological frameworks and empirical findings on masculinities in dialogue, providing insight into areas where scholars of masculinities may benefit from considering cross‐disciplinary incorporation of key findings within their scholarship.

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