The meaning of ‘normal’ – children’s negotiation of (normal) masculinity, femininity, and LGBTQ media representations in Flanders

Abstract

This study examines how 55 children (aged 10–12) in Flanders interpret LGBTQ media representations and negotiate related norms of gender and sexuality. Drawing on twelve focus groups across four different schools, the research investigates the dynamics of their peer interactions, focusing on how meanings were affirmed, contested, and redefined. The findings reveal the dominance of respect and inclusion as social norms, while also highlighting the ambivalence that underlies children’s discussions. Although “respect” was consistently articulated as the appropriate response, it often functioned as a floating signifier, expressed within heteronormative and cultural boundaries. Heterosexuality was frequently framed as “normal”, while LGBTQ identities were positioned as “different” or “unusual”. Four thematic clusters emerged: hegemonic masculinity, negotiable femininity, transgender identities, and ethno-cultural contexts. Boys, in particular, were constrained by peer norms regulating acceptable masculinity, while girls tended to respond with greater reflection. Children from minority ethno-cultural backgrounds often articulated ambivalent views, reflecting the interplay of religious beliefs, family expectations, and school norms. This study shows that LGBTQ inclusion does not automatically translate into unambiguous acceptance among younger generations, even in contexts where legal protections for minority groups are well established.