Boyhood Studies: An Interdisciplinary Journal is a peer-reviewed journal providing a forum for the discussion of boyhood, young masculinities, and boys’ lives by exploring the full scale of intricacies, challenges, and legacies that inform male and masculine developments. Boyhood Studies is committed to a critical and international scope and solicits both articles and special issue proposals from a variety of research fields including, but not limited to, the social and psychological sciences, historical and cultural studies, philosophy, and social, legal, and health studies.
One of the core missions of the journal is to initiate conversation across disciplines, research angles, and intellectual viewpoints. Both theoretical and empirical contributions fit the journal’s scope with critical literature reviews and review essays also welcomed. Possible topics include boyish and tomboyish genders; boys and schooling; boys and (post)feminisms; the folklore, mythology, and poetics of “male development”; son-parent and male student-teacher relations; young masculinities in the digital and postdigital ages; young sexualities; as well as representations of boyhoods across temporalities, geographies, and cultures.
Gender Studies, Childhood and Youth Studies, Education, Social Sciences, Cultural Studies
Please review the submission and style guide carefully before submitting.
The editorial board welcomes contributions. Article submissions are accepted continually, and all authors are encouraged to contribute.
Submissions and inquiries should be sent to the Editor, Diederik F. Janssen, at firstname.lastname@example.org.
Articles should generally be approximately 6,500 words, including notes and references, although longer pieces may be considered. Book reviews should be a maximum of 1,500 words in length. Please consult with the editors about appropriate subjects and lengths for review essays.
Submissions without complete and properly formatted reference lists may be rejected; manuscripts accepted for publication that do not conform to the style guide will be returned to the author for amendment. This is particularly important in relation to in-text citations and reference list details. While we would prefer not to have to return manuscripts that do not comply to their authors for style revision, we may be compelled to do so before we submit them for review.
Please refer to the Berghahn journal contributors' page for general information and guidelines regarding topics such as article usage and permissions for Berghahn journal article authors.
Editor: Diederik F. Janssen, The Netherlands
Deevia Bhana, School of Education, University of KwaZulu-Natal, South Africa
Jürgen Budde, University of Flensburg, Germany
Judy Y. Chu, Stanford University, USA
Angela J.M. Crott, The Netherlands
Murray Drummond, Flinders University, South Australia
Edward Fergus, New York University, USA
Michael Flood, University of Wollongong, Australia
Frances Gateward, California State University, Northridge, USA
Amanda Keddie, Griffith Institute for Educational Research, Griffith University, Australia
Mary Jane Kehily, The Open University, UK
Kenneth B. Kidd, University of Florida, USA
Michael Kimmel, Stony Brook University, USA
Neill Korobov, University of West Georgia, USA
Máirtín Mac an Ghaill, Newman University, UK
Wayne J. Martino, Western University, Canada
Michael Matzner, Pädagogische Hochschule Heidelberg, Germany
Jay Mechling, University of California, Davis, USA
Joseph Nelson, Center for the Study of Boys’ & Girls’ Lives, University of Pennsylvania, USA
Ken Parille, East Carolina University, USA
C.J. Pascoe, University of Oregon, USA
Rob Pattman, Stellenbosch University, South Africa
William Pollack, Harvard Medical School, USA; Centers for Men and Young Men, McLean Hospital, USA
Murray Pomerance, Ryerson University, Canada
Michael C. Reichert, Center for the Study of Boys’ & Girls’ Lives, University of Pennsylvania, USA; The Haverford School, USA
Emma Renold, Cardiff University, UK
Anne Scott Sørensen, University of Southern Denmark, Denmark
Louis Tavecchio, University of Amsterdam, The Netherlands
Michael R.M. Ward, Swansea University, UK
Michael D. Kehler, PhD, Western University, Canada
James L. Moore III, The Ohio State University, USA