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There is a growing scholarship which focuses on the effectiveness of interventions that aim to develop men's critical awareness of harmful norms of masculinity, including those associated with misogyny and homophobia. This paper makes a unique contribution to this literature by showing how qualitative research with young (18–25 years old) cisgender heterosexual men (n = 42) about their digital homosocial practices, alongside relevant theory, underpinned the development of an educational toolkit called #Men4Change. In the paper, we highlight how banter is a potent form of homosocial currency in British young cisgender heterosexual men’s friendship groups as part of “lad culture”, which operates in specific ways in digital spaces. For example, young cisgender heterosexual men (18–25-year-olds) are often reluctant to challenge misogynistic “banter” in the private spaces of their online homosocial chat groups (e.g., those facilitated by WhatsApp) because they want to fit into their laddish friendship groups and benefit from the affective intensities of the groups. We show how hegemonic masculinity theory, alongside scholarship about men’s homosociality and its affective aspects, can be useful in developing gender transformative approaches which help young men challenge normalised misogyny and homophobia.

26:T45e,

This paper examines a phenomenon called ukufikisana, a school-related initiation practice where senior boys assert dominance through violence and intimidation over junior boys, shaping two distinct masculine identities. Senior boys embody hegemonic masculinity, marked by physical power, control, and social authority, while junior boys are relegated to a subordinated masculinity, characterized by enforced submission and vulnerability. The paper draws on data from focus group discussions with 14 teenage boys to explore the sociocultural dynamics of ukufikisana within a high school in a high-risk urban township in South Africa, a setting defined by entrenched poverty, violence, and heteropatriarchal social structures. The findings demonstrate how ukufikisana reinforces hierarchical gender relations and normalises violence as a means of navigating power and identity among boys. These insights underline the urgent need for gender-transformative and non-violent interventions to challenge harmful masculinities and foster equitable school environments.

27:Td94,