The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
The problem of anti-feminist ‘manfluencer’ Andrew Tate in Australian schools: women teachers’ experiences of resurgent male supremacy
Open accessAbstract
There is growing visibility of online 'manfluencers' who espouse extreme masculine ideals and share them with their audiences of boys and young men.Taking this phenomenon as a launch-pad, we join the tradition of research that exposes sexism in schools and theorizes girls and women's experiences of working within and against masculine hegemony.Drawing on qualitative interviews with 30 women teachers in Australia, we suggest the sexism identified in early research endures in schools today, resurrected in part by the ubiquity and influence of one specific misogynist 'manfluencer', Andrew Tate.Employing Connell's hegemonic masculinity, we suggest boys' sexist practices towards their teachers and girl peers forms part of a strategy of gender inequality legitimization, stabilizing and reinvigorating a regressive 'male supremacy'.These behaviours represent a backlash from boys and men who perceive a loss of gendered power in the post-#metoo era and have implications for girls and women in schools.
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“Their findings indicate that manosphere ideologies are not simply passively consumed by students, but actively weaponized against women and girls in educational contexts, reinforcing dominant gender hierarchies and destabilizing efforts towards gender equity (Wescott, Roberts, and Zhao 2024).”
From Technology-facilitated sexual violence perpetration as a tool for gender policing in secondary schools (2026) · cites this paper as Wescott, Roberts, and Zhao 2024
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“In a qualitative study of 30 women teachers across Australian schools, Wescott, Roberts, and Zhao (2024) found that boys' overt sexism and sexual harassment have intensified alongside the rising popularity of misogynist influencers like Andrew Tate.”
From Technology-facilitated sexual violence perpetration as a tool for gender policing in secondary schools (2026) · cites this paper as Wescott, Roberts, and Zhao 2024
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“This institutional ambivalence is similarly reflected in Wescott, Roberts, and Zhao (2024) study, where women teachers described how school inaction in response to boys' Tate-inspired misogyny normalized harassment and reinforced hegemonic gender hierarchies.”
From Technology-facilitated sexual violence perpetration as a tool for gender policing in secondary schools (2026) · cites this paper as Wescott, Roberts, and Zhao 2024
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Citations
Cites
Hegemonic Masculinity: Rethinking the Concept
Connell, R. W., & Messerschmidt, J. W. (2005) · Gender & Society · doi:10.1177/0891243205278639 · Cited by 9,367
The impact of COVID-19 lockdown on child and adolescent mental health: systematic review
Panchal, U., Salazar de Pablo, G., Franco, M., Moreno, C., Parellada, M., Arango, C., & Fusar-Poli, P. (2023) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-021-01856-w · Cited by 1,028
Feminist pedagogies in a time of backlash
Elwell, A., & Buchanan, R. (2021) · Gender and Education · doi:10.1080/09540253.2019.1680810 · Cited by 26 · cited 1×
“This highlights a need for meaningful, pedagogical opportunities for teachers and students to challenge and change certain gendered misconceptions, misogynistic attitudes, and discourses of violence and masculinity in society (see Elwell and Buchanan 2021).”
Background
Research works printed but not linked: 28
- Aboim, Sofia. 2010. Plural Masculinities. London: Ashgate.
- Cann, Victoria. 2019. Girls Like This, Boys Like That: The Reproduction of Gender in Contemporary Youth Cultures. London: Bloomsbury.
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- 10.1177/016146819609800203 · DOI
- Connell, Raewynn. 2005. Masculinities. Cambridge: Polity.
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- 10.1002/ajs4.137 · DOI
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Cited by
Sorted by citations
Almanssori, S., Paskaran, L., & Mendes, K. (2026) · Journal of Youth Studies · doi:10.1080/13676261.2025.2531789 · Cited by 5
“Their findings indicate that manosphere ideologies are not simply passively consumed by students, but actively weaponized against women and girls in educational contexts, reinforcing dominant gender hierarchies and destabilizing efforts towards gender equity (Wescott, Roberts, and Zhao 2024).”
Influential
Metadata
- Authors
- Wescott, S., Roberts, S., & Zhao, X.
- Affiliations
- Monash University (AU)
- Corresponding author
- Wescott, Stephanie
- Venue
- Gender and Education
- Publisher
- Informa UK Limited
- Published
- 2023-12-17
- Volume
- 36
- Issue
- 2
- Pages
- 167-182
- ISSN
- 0954-0253 (ISSN-L)
- 1360-0516
- OpenAlex
- W4389856640
- Cited by
- 123
- References
- 3
- Citations by year
- 2026: 52 · 2025: 57 · 2024: 14
- FWCI
- 51.39
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Gender and Education (publishedVersion, cc-by-nc-nd)
- Monash University Research Portal (Monash University) (submittedVersion, cc-by-nc-nd)
- Funders
- Monash University
- Topics
- Social Sciences › Gender Studies › Gender, Sexuality, and Education
- Social Sciences › Gender Studies › Gender and Feminist Studies
- Social Sciences › Gender Studies › Gender, Feminism, and Media
- Keywords
- Andrew Tate, hegemonic masculinity, sexism in schools, women teachers, male supremacy, gender inequality, backlash, #MeToo, gender and power, Australian schools
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