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High school masculinity and gender p...

Kehler, Michael Duncan.

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High school masculinity and gender politics: Submerged voices, emerging choices.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	High school masculinity and gender politics: Submerged voices, emerging choices./
作者:	Kehler, Michael Duncan.
面頁冊數:	249 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1790.
Contained By:	Dissertation Abstracts International61-05A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9971943
ISBN:	0599771747

High school masculinity and gender politics: Submerged voices, emerging choices.
Kehler, Michael Duncan.

High school masculinity and gender politics: Submerged voices, emerging choices. - 249 p.

Source: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1790.

Thesis (Ph.D.)--Michigan State University, 2000.

The problem of gender bias and sexism in high schools has had a long history. The problem of young men dominating classroom conversations and alienating girls in schools is well documented. And the problem of eliminating sexism and gender bias in schools is likewise an ongoing concern. In this dissertation I examine the problem not of sexism and gender stereotypes per se but of high school masculinity, framed within gender and education research. At the center of this study are four high school young men whose daily school experiences reveal the choices they made to reject the stereotypically sexist behavior of their peers and the gender stereotypes that hung over their classmates.

ISBN: 0599771747Subjects--Topical Terms:

539262
Education, Secondary.

High school masculinity and gender politics: Submerged voices, emerging choices.
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245 1 0 $a High school masculinity and gender politics: Submerged voices, emerging choices.
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500 $a Source: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1790.
500 $a Adviser: Sandy Wilcox.
502 $a Thesis (Ph.D.)--Michigan State University, 2000.
520 $a The problem of gender bias and sexism in high schools has had a long history. The problem of young men dominating classroom conversations and alienating girls in schools is well documented. And the problem of eliminating sexism and gender bias in schools is likewise an ongoing concern. In this dissertation I examine the problem not of sexism and gender stereotypes per se but of high school masculinity, framed within gender and education research. At the center of this study are four high school young men whose daily school experiences reveal the choices they made to reject the stereotypically sexist behavior of their peers and the gender stereotypes that hung over their classmates.
520 $a This research challenges mainstream gender and education research on several fronts. First, rather than accept "the boys" as a coherent and undifferentiated group of young men I argue that high school masculinity is best understood as a multiplicity of masculinities within a high school setting. I argue that masculinity is socially constructed. All men do not necessarily accept "scripts" of masculinity but instead negotiate ways of being young men. Second, and somewhat overlapping with the first, I argue that masculinity is about making choices between different ways of being a man in school. Through informal and formal interaction young men learn and understand what it means to be a high school young man. As such they define their masculinity in high school through an array of expressions and social practices. Third, through daily interaction high school young men convey a series of choices that reflect a connected set of beliefs and attitudes, what I argue is their "gender politics." The beliefs of the young men in this study in particular uncover the ability of some high school young men to exercise a degree of human agency that rejects sexism and gender stereotypes.
520 $a This research brings to the foreground an alternate view for responding to sexism and gender stereotypes in high schools. In their list of forty recommendations the AAUW (1992) suggested that reform and change to eliminate sexism and gender stereotypes in education come from curricular, financial, and administrative means. This research demonstrates that while these are useful starting points to change the face of American education, the problem, deep seated in the beliefs and expressed in the behaviors of young men, must and can come from destabilizing what and how young men learn about masculinity and gender stereotypes from their peers. Young men need to be invited into a conversation for social change and accepted as allies who have the potential to contribute through a progressive gender politics.
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