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The slippery slope: an autoethnography of masculinity socialization in educational settings
International Journal of Qualitative Studies In Education
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This qualitative phenomenological study used Harro’s (1997) Cycle of Socialization framework to explore how Latino men made meaning of their undergraduate experiences in relation to their sense of masculine gender identity. The findings center on the socialization of Latino masculine gender identity through familial norms and expectations, navigating student success challenges in relation to a learned aversion to asking for help, and developing a sense of liberation through an unlearning of masculine gender norms. This study provides implications for practice and research to advance support for undergraduate Latino men students through the study of the socializing role of the Latino family, a deeper integration of the Latino family into the undergraduate experiences of Latino men, and the support of Latino men through tailored peer-mentoring based programming.
This study aims to explore whether unconscious thought tends to categorize information according to taxonomic or thematic relations. In two experiments, participants were presented with three groups of words related to an object (such as bus). One group of words dominated the thematic relations of this object, whereas another group dominated the taxonomic relations of this object, and yet another group accounted for half of the thematic and taxonomic relations of this object. The experiment results show that participants from the unconscious thought group tended to select the group with dominant thematic relation (Experiment 1). This result could not be explained by online judgments (Experiment 2). The present study showed that the unconscious thought tended to categorize information based on thematic relation.
Coined in late 20th-century men’s movements, “toxic masculinity” spread to therapeutic and social policy settings in the early 21st century. Since 2013, feminists began attributing misogyny, homophobia, and men’s violence to toxic masculinity. Around the same time, feminism enjoyed renewed popularization. While some feminist scholars use the concept, it is often left under-defined. I argue that talk of toxic masculinity provides an intriguing window into gender politics in any given context. However, feminists should not adopt toxic masculinity as an analytical concept. I consider the term’s origins, history, and usage, arguing that it appears in individualizing discourses that have historically targeted marginalized men. Thus, accusations of toxic masculinity often work to maintain gender hierarchies and individualize responsibility for gender inequalities to certain bad men.
How have Black boys and young men mattered within society and schools, and how can educational stakeholders formulate contexts for them to do so more fully, robustly or comprehensively? Drawing from social-psychological conceptualizations and the author’s own prior theorizing, this essay investigates how Black boys and young men matter to those within society and schools by summoning historical antecedents, empirical research and present-day examples. Three types of mattering emerge from this investigation. Marginal mattering is realized through societal and educational practices that criminalize, dismiss and propel Black boys and young men into school and social failure. Partial mattering signals the valuation of some of their skills and abilities (e.g. often athletic, artistic and heroic in nature) and those which leave racist systems unchallenged. In activating both Afropessimism and Afrofuturism, the author imagines through and beyond their present binds and instead advocates that stakeholders must develop a creative, radical and future-oriented imaginary for the robust, aspirational and comprehensive mattering of Black boys and young men.
In South Africa there are few male teachers in the Foundation Phase (FP) of schooling, where children are aged between five and nine. FP teaching is traditionally considered to be a ‘woman’s job’ and essentialist gender discourses play a central role in impeding men’s participation in the profession. These discourses are based on polarised differences between men and women that reinforce notions of care work as women’s work. Challenging gender binaries is vital if work options for both men and women are to be improved. Drawing on fieldwork with a group of South African primary school teachers, we demonstrate how feminised facets of FP teaching are contested by addressing flexible notions of gender which associate men with caring and gender equitable versions of masculinity. This recognition of men is especially important within a violent South African landscape in order to improve social relations amongst men, women and children.
This is a book about boys’ bodies, masculinities, and the ways in which boys navigate their lives from early childhood through to the beginning of adolescence. Drummond focuses on sport, health and physical activity, and adds context to the history of male bodies, the social construction of masculinity and the role of sport as a potential rite of passage for young males. Using rich descriptive interview data with 33 boys from the ages of 5 to 13, collected over an 8- year period, Boys’ Bodies identifies important issues including the significance of muscularity and strength as signifiers of masculinity and the need for boys to be involved in “blood sports” as well as “beat girls” in sporting competitions. The meaning of health and the perception of boys’ changing bodies over time are central to the discussion. The book will appeal to researchers, teachers, practitioners, policy makers and parents.
This qualitative study sought to understand the nature of unethical behavior in college fraternal organizations. Numerous examples of unethical behavior have been illuminated in the popular press and scholarly research.
Play is a gendered activity among young children, especially boys. Boys often tend to be more actively engaged in the (re)production of gendered play. However, most research studies and conceptual papers have misread, ignored, devalued, or scrutinized the gendered ways Black boys engage in play. This idea is particularly true for Black boys who may not play within the monolithic gendered expectations of childhood play. Drawing from [Connell, R. W. (1995). Masculinities. Berkeley: University of California Press] notion of multiple masculinities, I propose what I call the performance of ‘multiple masculinities of Black boys’ childhood play’ to embrace the ways some Black boys engage in play activities, which may not fit within the performance of hegemonic and Black masculine norms and expectations. In so doing, I call for educators to broaden how we view Black boys, and our definition of Black masculinity so that embracing what might be traditionally called ‘less masculine’ and/or stereotypically feminine could be valued male traits. Recommendations are provided for early childhood educators to support the confluence of ways Black boys engage in play experiences.
The authors analyze intersectional perspectives on gender and gender identity development among college students.
This article examines the patterns of resistance to norms of masculinity (i.e., emotional stoicism, physical toughness, and autonomy) and its association to psychological and social adjustment among boys from preadolescence through late adolescence. Semi-structured interviews were conducted longitudinally with a sample of 55 White, Black, Latino, and Chinese American boys from 6th grade to 11th grade. Our analyses indicated that boys' resistance to norms of masculinity is explicit and implicit and is prevalent during adolescence, with 78% of the boys in our study demonstrating moderate to high levels of resistance typically during the middle school years. Four trajectories of resistance over time were detected: (a) decreasing resistance; (b) stable moderate-to-high levels of resistance; (c) stable low levels of resistance; and (d) mixed patterns of resistance. White, Black, and Chinese American boys were the most likely to suggest a decline in resistance from pre-to late adolescence, whereas the Latino boys were the least likely to suggest such a decline and the most likely to suggest stable moderate-to-high levels of resistance throughout adolescence. Findings suggest that resistance to norms of masculinity enhances psychological and social adjustment for boys during adolescence and is deeply influenced by the context in which boys are embedded.
Hybrid masculinity refers to men's selective incorporation of performances and identity elements associated with marginalized and subordinated masculinities and femininities. We use recent theorization of hybrid masculinities to critically review theory and research that seeks to make sense of contemporary transformations in masculinity. We suggest that research broadly supports three distinct consequences associated with recent changes in performances and politics of masculinity that work to obscure the tenacity of gendered inequality. Hybrid masculinities (i) symbolically distance men from hegemonic masculinity; (ii) situate the masculinities available to young, White, heterosexual men as somehow less meaningful than the masculinities associated with various marginalized and subordinated Others; and (iii) fortify existing social and symbolic boundaries in ways that often work to conceal systems of power and inequality in historically new ways.
Examinations of fraternity life have infrequently analyzed the interconnections between the focus on leadership attitudes and that of members’ adherence to masculinities. In this critical quantitative study, the authors sought to comprehend how conforming to gendered norms often associated with historically white masculinities informed relational leadership attitudes for fraternity members. Using data from 3,136 participants in a single national historically white men’s social fraternity, results from an ordinary least-squares regression analysis revealed that emotional control, self-reliance, and power over women had negative associations with the relational leadership orientations of fraternity men. Additionally, risk taking and primacy of work had positive associations with a member’s relational leadership orientation. Finally, those who identified as queer were less likely to adopt a relational leadership orientation, a result the article unpacks considering the gendered and heteronormative contexts of fraternities. It then provides recommendations for future research, as well as implications for practitioners.
Scholars have consistently documented the relationship between conformity to traditional masculine norms and maladaptive psychosocial outcomes among boys and young men. Given current social commentary, including debate around ‘toxic masculinity’, intervention is needed to encourage boys to embody healthy expressions and identities of masculinity. Whilst new approaches grounded in positive masculinity show promise, the construct requires further definition and phenomenological clarity. Here we review divergent perspectives on positive masculinity, and forward a refined definition, specific to psychosocial health promotion among boys and young men. We then outline the theoretical basis of a positive masculinity framework to guide the content of future interventions, aiming to achieve positive identity development among boys and young men for the good of all. This framework represents a necessary unification of scholarship around male adolescent development, education and health. Future health promotion interventions may benefit from applying the framework to support a positive psychosocial trajectory among boys and young men, with a focus on connection, motivation and authenticity.
This article argues that the concept of “hegemonic masculinity” remains highly salient to critical masculinities studies. The author outlines Raewyn Connell's initial formulation of the concept, how that initial model of hegemonic masculinity has been historically misinterpreted, the reformulation of the concept by Connell and Messerschmidt, and the recent scholarly amplification of the concept. The author concludes that Connell’s original emphasis on the legitimation of unequal gender relations remains essential to both the concept and to the field of critical masculinities studies.
Human cultural traits-behaviors, ideas, and technologies that can be learned from other individuals-can exhibit complex patterns of transmission and evolution, and researchers have developed theoretical models, both verbal and mathematical, to facilitate our understanding of these patterns. Many of the first quantitative models of cultural evolution were modified from existing concepts in theoretical population genetics because cultural evolution has many parallels with, as well as clear differences from, genetic evolution. Furthermore, cultural and genetic evolution can interact with one another and influence both transmission and selection. This interaction requires theoretical treatments of gene-culture coevolution and dual inheritance, in addition to purely cultural evolution. In addition, cultural evolutionary theory is a natural component of studies in demography, human ecology, and many other disciplines. Here, we review the core concepts in cultural evolutionary theory as they pertain to the extension of biology through culture, focusing on cultural evolutionary applications in population genetics, ecology, and demography. For each of these disciplines, we review the theoretical literature and highlight relevant empirical studies. We also discuss the societal implications of the study of cultural evolution and of the interactions of humans with one another and with their environment.
Patriarchal systems and hegemonic masculinity have consequences for all genders. One result is men’s submersion of authentic inclinations in favor of performing a socially constructed and rewarded “mask of masculinity.” Getting behind the mask can create space between self and system where dogmatic standards can be (re)examined toward authentic authorship. Similar to hooks’ (Yale Journal of Law & Feminism 4: 1–12, 1991) conception of theory as liberatory practice, a framework for understanding masculine performativity is offered and concepts related to intersectionality and queer authorship proposed as strategies for creating space for counter-hegemonic praxis.
This chapter discusses the historical and evolving terminology, constructs, and ideologies that inform the language used by those who are lesbian, gay, bisexual, and same-gender loving, who may identify as queer, as well as those who are members of trans* communities from multiple and intersectional perspectives.
The balance of empirical research on college men is a portrait of their maladaptive and antisocial attitudes and behaviors. Studies have demonstrated the correlation between college men's problematic behavior and adherence to gender role traditionalism. Educators have few composites of men's prosocial behavior nor the masculine ideology that accompanies it.
This article is based, in part, on a study where I explored college men's prosocial behaviors through their engagement in an educationally purposeful activity that has been operationally defined in the literature: diversity education (DE). DE was defined as opportunities to engage meaningfully with diversity through coursework or purposeful cross-culture interactions in pursuit of educational outcomes.
Using a basic interpretive qualitative methodology, I addressed the following research question: How do college men who have been engaged in diversity education understand and perform masculinity? Themes derived using the constant comparative method included (a) the persistence of hegemonic masculine ideology and (b) experiences of gender socialization. Findings confirmed other studies that demonstrated the influence of hegemonic masculine ideology on college men (Davis, 2002; Edwards, 2007; Harris, 2006). This study adds to the literature by ascertaining how hegemonic masculine ideology may permeate the diversity classroom or workshop, creating dynamics that social justice educators must consider when designing effective learning environments.
The concept of hegemonic masculinity has influenced gender studies across many academic fields but has also attracted serious criticism. The authors trace the origin of the concept in a convergence of ideas in the early 1980s and map the ways it was applied when research on men and masculinities expanded. Evaluating the principal criticisms, the authors defend the underlying concept of masculinity, which in most research use is neither reified nor essentialist. However, the criticism of trait models of gender and rigid typologies is sound. The treatment of the subject in research on hegemonic masculinity can be improved with the aid of recent psychological models, although limits to discursive flexibility must be recognized. The concept of hegemonic masculinity does not equate to a model of social reproduction; we need to recognize social struggles in which subordinated masculinities influence dominant forms. Finally, the authors review what has been confirmed from early formulations (the idea of multiple masculinities, the concept of hegemony, and the emphasis on change) and what needs to be discarded (onedimensional treatment of hierarchy and trait conceptions of gender). The authors suggest reformulation of the concept in four areas: a more complex model of gender hierarchy, emphasizing the agency of women; explicit recognition of the geography of masculinities, emphasizing the interplay among local, regional, and global levels; a more specific treatment of embodiment in contexts of privilege and power; and a stronger emphasis on the dynamics of hegemonic masculinity, recognizing internal contradictions and the possibilities of movement toward gender democracy.
This qualitative study explores Black gay male undergraduates' construction of manhood and masculine identity(-ies) as well as how these beliefs affected their academic and social experiences in college. Analyzing in-depth interviews with 29 Black gay male collegians, we found that participants construct and understand manhood and their masculine identities in one of three ways: (a) accepting, adhering to, and performing traditionally masculine norms, (b) intentionally, or subconsciously, challenging hegemonic notions of Black masculinity through their behaviors and self-beliefs, and (c) recognizing that their masculine identity(-ies) are influenced by other social factors and locations. Implications for researchers, counselors, and higher education practitioners are highlighted and recommendations for future research and theory are provided.
The theory that emerged from this constructivist grounded theory study of 10 college men’s experiences depicts their gender identity as developed through constant interaction with society’s expectations of them as men. In order to try to meet these perceived expectations, participants described putting on a performance that was like wearing a mask or “putting my man face on.†They described a process of learning societal expectations, putting on a mask to conform to these expectations, wearing the mask, and struggling to begin taking off the mask.
Based on a grounded theory study involving 68 male undergraduates, a conceptual model of the meanings college men ascribe to masculinities is proposed in this article. The participants equated masculinities with "being respected," "being confident and self-assured," "assuming responsibility," and "embodying physical prowess." Contextual factors that influenced these meanings are also reflected in the model. Using the model as a guiding framework, recommendations for supporting the gender identity development of college men and implications for future studies of masculinities in college contexts are offered. (Contains 1 figure.)
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