No abstract

Social psychologists have argued that popular U.K. and U.S. men's magazines known as "lads' mags" have normalized hostile sexism among young men. Three studies develop this argument. First, a survey of 423 young U.K. men found that ambivalent sexism predicted attitudes toward the consumption of lads' mags, but not other forms of direct sexual consumption (paying for sex or patronizing strip clubs). Second, Study 2 (N ϭ 81) found that young men low in sexism rated sexist jokes as less hostile toward women, but not as either funnier nor more ironic, when those jokes were presented within a lads' mags context. These findings refute the idea that young men readily read lads' mags' sexism as ironic or "harmless fun." They show instead that placing sexist jokes in lads' mags contexts makes them appear less hostile. The third study (N ϭ 275) demonstrated that young men perceived lads' mags as less legitimate after attempting to distinguish the contents of lads' mags from rapists' legitimations of their crimes. Implications for contemporary studies of masculinities and consumption are discussed.

Drawing on memory stories told in a collective biography workshop about children's encounters with schooling, this paper experiments with re-imagining the child-student-subject as an 'emergent intracorporeal multiplicity ' [Fritsch, K. 2015. "Desiring Disability Differently: Neoliberalism, Heterotopic Imagination and Intra-Corporeal Configurations." Foucault Studies 19: 43-66, 51]. From the feminist new materialist perspective that the authors work with, the child is configured not as an entity prior to, or separate from, encounters with education systems, but emergent with-in them. This paper focuses on difference in human relations, and in particular on the intersections of disability and gender. It does so not in terms of essential characteristics of individuals, but as emergent, in-the-moment, with others. In focussing on the detail of lives-in-their-making, the authors ask, with Barad [2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham: Duke University Press], if we are interested in justice, how we are to 'understand our role in helping constitute who and what come to matter?' ARTICLE HISTORY

This article reports on a qualitative study identifying the drivers for and boundaries to disability-disclosure in interability interactions as experienced by 13 students with physical impairments at five Belgian higher education institutions. Through surveys and in-depth interviews, the study explored whether the students experience, prefer, and expect differences in communication about their impairments with temporarily able-bodied peers, instructors, and staff. Interviews provided insight into the nuances of disclosure and topic avoidance decisions that differ by disclosure target: disabilitydisclosure is mainly a balancing act between fulfilling physical needs and maintaining a normal, positive identity. The visibility of impairments seems to play a minor role in the students' initial orientation toward disclosing. The functions of disabilitydisclosure as posited by the Communication Predicament of Disability Model and the CARE-keys to effective interability communication (i.e., Contact, Ask, Respect, Empathy) are discussed as well as the implications of the findings for Communication Accommodation Theory.