Current understandings of sexual difficulties originate from a model that is based on the study of heterosexual men and women. Most research has focused on sexual difficulties experienced by heterosexual men incapable of engaging in vaginal penetration. To better understand men's perceptions and experiences of sexual difficulties, seven focus groups and 29 individual interviews were conducted with gay (n = 22), bisexual (n = 5), and heterosexual (n = 25) men. In addition, the extent to which difficulties reported by gay and bisexual men differ from heterosexual men was explored. Data were analyzed using thematic analysis applying an inductive approach. Two intercorrelated conceptualizations were identified: penis function (themes: medicalization, masculine identity, psychological consequences, coping mechanisms) and pain (themes: penile pain, pain during receptive anal sex). For the most part, gay, bisexual, and heterosexual men reported similar sexual difficulties; differences were evident regarding alternative masculinity, penis size competition, and pain during receptive anal sex. The results of this study demonstrate the complexity of men's sexual difficulties and the important role of sociocultural, interpersonal, and psychological factors. Limitations and suggested directions for future research are outlined.

Gender role conflict is an influential construct in the area of adolescent boys’ studies with the Gender Role Conflict Scale for Adolescents (GRCS–A; Blazina, Pisecco, & O’Neil, 2005) the key tool used for assessment. Though commonly employed, the validity of the GRCS–A as well as the depth of understanding that can be derived from such a scale has been questioned. To address these concerns, a qualitative study—phenomenological in nature—was conducted to explore patterns of gender role conflict among a sample of adolescent boys residing in the Republic of Ireland. Through 1-on-1 interviews and focus groups, 54 adolescent boys, 12 to 18 years old, participated in this study. Four broad and interrelated overarching categories were identified: (1) expectations of masculine behavior, (2) masculine self-preservation, (3) restrictions on nonnormative gender expressions, and (4) penalties for being male. Themes and subthemes within these overarching categories also are discussed. Theoretical implications, limitations, and avenues for future research are then outlined.

Lesbian and queer women professors are faced with the personal decision of whether to disclose their sexual identities in the classroom. The experiences of 10 participants in Calgary, Canada were explored through semi-structured, one-on-one interviews. The analysis revealed one overarching category: enacting authenticity. The sub-themes within this major finding include fighting for one's identity, modeling authenticity, and the freedom and connection felt by self-disclosing. Three supplementary findings and the sub-themes within are also expanded and discussed: classroom structure factors, self-disclosure timing, and negative impacts of disclosure. The findings imply that despite the potential negative impacts of disclosing in the classroom, this pedagogical technique can be used as a means of demonstrating genuineness and praxis toward social justice. The professors' collective emphasis on the role of authenticity in disclosing in the classroom offers prospects for subsequent research efforts regarding the visibility of marginalized identities in academic settings.

Purpose This study aims to explore the perceptions and reactions of men, who participate in a female-dominated online consumption space. It looked at the process of men, (re)negotiating their digital gendered identity on Pinterest. Design/methodology/approach A grounded theory-light approach was taken. Data were collected through 21 one-on-one semi-structured interviews with male Pinterest users. Subsequently, data were extensively coded and analyzed for the key themes and patterns. Findings Three core categories emerged, which speak to the ways men account for their practices on Pinterest as autonomous online agents. These categories were: awareness of Pinterest as a feminized digital space; limited sociality due to the solitary use of Pinterest (the exception being when collaborating with an intimate partner); and performed identities (k = 4) serving to justify the men’s activities on a female-dominated social networking site. Research limitations/implications The findings establish a firm theoretical basis for understanding male Pinterest users as autonomous online agents. However, reflective of this relatively small, exploratory qualitative project, the process-based interview questions did not render, particularly, long or rich narratives. Future qualitative research might endeavor to ask deeper, more open-ended questions. Originality/value This is an original study of men’s use of Pinterest. Research on the identity projects of men entering fields traditionally occupied by women and coded as feminine is established, there is a lack of understanding of how gender identity is (re)constructed digitally, especially on social media.

A variety of pressing questions on the current topics and trends in gay male pornography were sent out to the contributors of this special issue. The answers provided were then collated into a 'virtual' discussion. In a brief concluding section, the contributors' answers are reflected upon holistically in the hopes of shedding light on the changing face of gay male pornography.