Stephen Frosh

Bio: Stephen Frosh is an academic researcher from Birkbeck, University of London. The author has contributed to research in topics: Psychoanalytic theory & Identity (social science). The author has an hindex of 33, co-authored 184 publications receiving 4196 citations. Previous affiliations of Stephen Frosh include University of Malta & Tavistock and Portman NHS Foundation Trust.

Young Masculinities: Understanding Boys in Contemporary Society

Abstract: How do boys see themselves? Their peers? The adult world? What are their aspirations and fears? 'Young masculinities' centres on a study in which boys talked openly about these questions and many others. It will be of interest to students and researchers in psychology, sociology, gender and youth studies, as well as policy makers and other professionals.

Producing contradictory masculine subject positions: Narratives of threat, homophobia and bullying in 11-14 year old boys

Abstract: This paper reports a qualitative analysis of data from a study of masculinity in 11–14 year old boys attending twelve London schools. Forty-five group discussions (N= 245) and two individual interviews (N= 78) were conducted. The findings indicate that boys’ experiences of school led them to assume that interviews would expose them to ridicule and so threaten their masculinity. Boys were generally more serious and willing to reveal emotions in individual than in group interviews. A key theme in boys’ accounts was the importance of being able to present themselves as properly masculine in order to avoid being bullied by other boys by being labeled “gay.” The ways in which boys were racialized affected their experiences of school.

Psychoanalysis and psychosocial studies

Abstract: This paper examines the way in which debates over the place of psychoanalysis in psychosocial studies are developing in the British academic context, from the position of sympathetic criticism both of psychosocial studies and of psychoanalysis. The general argument is that both these approaches have real objects of study and considerable legitimacy, and that bringing them together is in principle productive. However, the loose and sometimes pious way in which psychoanalysis has been theorized within psychosocial studies has not done favours to either approach. The paper offers a critique of psychoanalytic certainty – of the type of reading of psychoanalysis that sees it as harbouring the deep truths of human nature – and utilizes the broader concept of reflexivity to suggest that psychoanalysis' contribution might usefully become more tentative and disruptive than has so far been the case.

Taking a stand: Using psychoanalysis to explore the positioning of subjects in discourse

Abstract: This paper is concerned with thinking through the cultural construction of personal identities whilst avoiding the classical social-individual division. Our starting point is the notion that there is no such thing as ‘the individual’, standing outside the social; however, there is an arena of personal subjectivity, even though this does not exist other than as already inscribed in the sociocultural domain. Our argument is that there are psychoanalytic concepts which can be helpful in exploring this ‘inscription’ and thus in explaining the trajectory of individual subjects; that is, their specific positioning in discourse. The argument is illustrated by data from a qualitative study of young masculinities, exploring the ways in which some individual boys take up positions in various degrees of opposition to the dominant ideology of ‘hegemonic’ masculinity.

The trouble with boys

Abstract: Teenage boys have a troublesome reputation, making them central figures in contemporary moral panics. Media and government, teachers and police, focus on boys mainly as potential problems, with their apparent underachievement at school and the escalation of street crime linked especially to mobile phone theft being the main current examples, but generally heightened instances of ‘control’ problems ranging from delinquency to sexual abuse perpetration also being quoted (e.g. Farrington, 1995; Vizard et al, 1995). Many researchers in the area of gender and identity have also drawn attention to an apparent ‘crisis’ in contemporary forms of masculinity, marked by uncertainties over social role and identity, sexuality, work and personal relationships, and often manifested in violence or abusive behaviours towards self and others (e.g. Frosh, 1994, 2000; Jukes, 1993). This both reflects and contributes to the production of a parallel developmental ‘crisis’ for boys, engaged in the process of identity construction in a context in which there are few clear models and in which the surrounding images of masculinity are complex and confused. More generally, changes in employment and in normative gender relations mean that boys and young men are having to forge new, more flexible masculine identities. Developing an understanding of the ways in which they manage this task is made especially complex by the fact that masculinities are racialised and expressed through social class positions (Back, 1994; Edley and Wetherell, 1995; Pattman et al, 1998). In response to concerns over this supposed crisis in masculinity, various researchers have addressed questions relevant to the understanding of how boys and men are dealing with social changes. The study of boys and masculinities is not new; indeed, Willis’ (1977) study of white working class young men making the transition from school to employment produced findings which fit with current claims that masculine cultures are violent, misogynist and anti-school. However, a decade or two ago it was more easily assumed that even if specific groups of boys and young men were considered problematic because of their poor educational performance and culture of toughness (e.g. working class and/or black boys), this was not to be seen as a general problem with masculinities. In contrast, more recent writers have been inclined to assume the existence of just such a general problem and have suggested a variety of (sometimes contradictory) explanations, including the absence of adult male role models in the classroom (Pollack, 1998), boys’ problematic behavioural styles (e.g. Jackson, 1998; Salmon, 1998) and the impact of feminism (Kryger, 1998). Some researchers have pointed out, however, that the evidence on which notions of a ‘crisis’ in masculinity has been constructed is not as robust as might be expected. For example, they argue that there has been a neglect of the fact that working class and black boys have always done badly, while the most privileged boys continue to do well; and that there is an implicit blaming of girls, women teachers and feminists and neglect of the fact that half of all girls in Britain do not gain five grades A-C at GCSE (the standard measure of academic success). These and similar complications with the data make simple explanations of the underachievement of boys in terms of some essential mismatch between school achievement and the masculine psyche, or masculine socialisation, less than helpful (Epstein et al., 1998; Skelton, 1998; Yates, 1997). Instead, several researchers have argued that the ways in which boys act as masculine, and their masculine identities, need to be seen as

Narrative Methods for the Human Sciences

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Can the Subaltern Speak

Abstract: In the present paper a research has been done on the essay ‘Can the Subaltern Speak’ by’ Gayatri Chakravorty Spivak’. It has been explained into much simpler language about what the author conveys for better understanding and further references. Also the criticism has been done by various critiques from various sources which is helpful from examination point of view. The paper has been divided into various contexts with an introduction and the conclusions. Also the references has been written that depicts the sources of criticism.

Multiple Inference and Gender Differences in the Effects of Early Intervention: A Reevaluation of the Abecedarian, Perry Preschool, and Early Training Projects

Abstract: The view that the returns to educational investments are highest for early childhood interventions is widely held and stems primarily from several influential randomized trials—Abecedarian, Perry, and the Early Training Project—that point to super-normal returns to early interventions. This article presents a de novo analysis of these experiments, focusing on two core issues that have received limited attention in previous analyses: treatment effect heterogeneity by gender and overrejection of the null hypothesis due to multiple inference. To address the latter issue, a statistical framework that combines summary index tests with familywise error rate and false discovery rate corrections is implemented. The first technique reduces the number of tests conducted; the latter two techniques adjust the p values for multiple inference. The primary finding of the reanalysis is that girls garnered substantial short- and long-term benefits from the interventions, but there were no significant long-term benefits fo...