"What lies ahead for boys and men, what are the implications of living in a gendered society where masculinity seems to encompass aggression and emotional inexpressiveness?"

“ ‘Masculinity’ to the extent the term can be briefly defined at all, is simultaneously a place in gender relations, the practices through which men and women engage that place in gender, and the effects of these practices in bodily experience, personality and culture.” (1995:71)

     In addition to this Conner states, “Masculinity is, in effect, defined as not-femininity” (1995:70).  From this one must speculate as to where this leaves our young men, if being feminine is showing emotions, caring nurturing and now being independent and academic must being masculine mean doing the opposite? Society is changing in every decade and so is gender relations, woman are becoming more independent, free to choose abortion and emancipated to choose children or work or both.  Therefore one may conclude from such evidence, men are growing up in an age where masculinity is something which leads down a path of adversity.  The veracity in such a statement continues to be examined by considering areas of education and schooling, family structure and role models, and crime and suicide.  

“Schools are sites in which social relations and students’ sense of themselves are constructed in a range of discourses and material conditions.  Girls’ and boys’ experiences and senses of self are constructed in the process – often in diverse and contradictory ways.” (1996: 168)

Throughout the twelve years of schooling boys commence through a some what intense process of learning and maturing into grown men, they also develop and experience gender relationships and discover the role gender plays within society.  Lamentably, negative implications proceed within these environments due to societies gender perspectives and the negative constructions from rigid gender roles, these often concur from quite a young age. “Boys are aware of what is expected from them because they are boys and restrict their interests and activities to what is suitable ‘masculine’ in the kindergarten.” (1974: 7)  The school environment shapes their gender perspectives of both masculinity and femininity, and establishes expectations.  School is a socially constructed institution where socially constructed notions such as masculinity and femininity are formed and developed therefore, it is within schools where interaction is necessary that masculinity begins to be initiated.  

 Within the definition of masculinity previously stated the concept depicted masculinity as basically being, that which is the opposite of what is feminine.  What does this mean for the educational implications of this societal created value called masculinity?  Statistics verify that where behaviour and school performance is concerned boys do not perform to the equivalent levels which girls function on. The Mid Atlantic Equity Consortium verifies this, “Boys are more likely than girls to have discipline/behavior problems; to be diagnosed with Attention-Deficit Disorder; to be placed in special education;” and “boys constitute 71% of school suspensions” (: 04/09/02).  Evidence clearly suggests that the conventional ‘girl’ is quietly studious, behaves well and consequently achieves in school whereas in contrast, boys who are seen to be truly masculine would be loud, misbehaved and as a result lacking in school achievement.  This is not implying that there are no young men who are achieving and growing into educated and successful recruits, this is quite obvious as we can witness numerous men in the workforce.  However, a significant increase of women are now leading pathways in employment areas which is most likely due to societies encouraged depiction for females to be smart, career minded and independent. Therefore, our masculine young men no longer stand with expectations of being the bread winner and prior to this in schools masculinity does not embrace being studious well behaved or academic.      

When further analysing the role of masculinity in the men of today it becomes evident that there are several fundamental factors which are becoming absent within the family structure.  Role models are imperative in developing concepts of masculinity and femininity in today’s society.  Loving yet firm role models for young boys are predominantly crucial as they later seem to avert from adult role models and have a propensity to look within the hierarchy of their own peer group.  Data confirms the increasing number of boys living in situations of separation, divorce and single mother families Biddulph recognises, “Because of divorce and single motherhood, up to a third of boys have no father present at home” (1997:128).  Attributable to the lacking amount of fathers within families, boys are growing up searching for role models in destructive paths.  This can eventuate from misbehaviour in school to crime and further from this suicide, resulting in detrimental effects on their direction in life.    

“Being robbed of healthy masculine role models, young men will find surrogates. While a few will fall prey to fringe forces such as neo-Nazism and street gangs, most will turn to the world of entertainment in search of an answer to the question ‘What is a man?’” Rossi T. C. (2002:46)

Once again evidence proposes negative implications for a growing percentage of our future men simply from being observers of a medium, which represents and yet contrarily holds power over society.  Our young boys are looking to the media, this includes television, electrical games, music, the cinema and elsewhere for a sense of masculine identity.  Each medium possessing a propensity to subtly impact and be influential.  The ideology of hegemonic masculinity as real manhood is portrayed repeatedly throughout the media, one only needs to take a glimpse into the department stores and observe the toys displayed in the windows.  Gender as a social construct is proclaimed quite clearly to each boy through the media Brannock further verifies,

“An analysis of toy catalogues, toy advertising and children’s fames provides a useful starting point for us to understand the process by which humans learn the lessons of gender.  It is adults, not small children, who design, construct, advertise and buy these toy” and “these toys powerfully enact gender, reinforcing for children what it means to be a ‘real boy’ or ‘real girl’” (1999: 32)  

Subliminal messages continue to submerge the screen and from this persuade society to treat the depiction of masculinity in term of gender differences as a social normality – buying action men with samurai swords and unable to identify possible harmful implications in the act of a simple gift.  Therefore it can be identified through analysis of all avenues with the media that masculinity is recognised by observing boys as being tough, violent, insensate, brave and mostly defensive.  Clearly the majority of boys will not view the media and progress into the characters they play with and watch on television however the negative undertones which seem quite harmless exist.

While considering masculinity from a gender perspective one must consider this social construct in relation to femininity therefore, it can be assumed that the gradual and significant changes in feminism over the past fifty years has had and will continue to impact upon masculinity.  Rossi states, “if the forces of radical feminism and political correctness continue to deny the grandeur of true masculinity and the need to nurture it in young men, the problem will worsen” (2002:46).  Men no longer feel the need for being the strong dependable father and partner, women are now taking lead in obtaining the main source of income, and several other roles which were previously primary demands of the male.  The feminine movement was necessary and needed in society although the requirement for balance is essential domination by either females or males evidently leads to some form of societal damage.  

In summary of this issue several inferences can be made concerning masculinity and the male species from a gender perspective.  Unless a man can escape society he can not escape masculinity, masculinity is a social construct and therefore socially constructed institutions will enforce the predominant values of masculinity.  Within school environments masculinity is enforced and is affecting boys’ behaviour, attitudes towards schoolwork and consequently academic achievement.  In terms of family structure many boys are growing up today while living in ‘broken’ homes, lacking a father figure and a role model, resulting in a desperate search for identity in places such as the media and peer groups.  In addition to these contributing factors, masculinity continues to be shaped in contrast to femininity and therefore, as the ideal of femininity continues to progress our young men often feel lost in terms of what their role as a male is meant to be.          

Brannock states, “Boys’ greater negativity towards school, their rejection of emotional openness, and their striving for dominance and control, all have consequences for later life. These consequences include higher rates of male anti-social behaviour, suicide, criminality and violence. There are widespread social consequences for both sexes in promoting two unrealistic and opposing models of gender, and all of society is the ultimate loser in this regime” (1999: 37)

Subsequently, one cannot predict whether the future for our boys and young men is doomed because society continues to change and develop.  There are however several apparent implications which are being drawn from masculinity and which are also becoming evident in the young men of today.  

 

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Resources :

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