Colluding With or Challenging Hegemonic Masculinity?

Abstract

Research about masculinities in schools often focuses on hegemonic masculinity. This can have the effect of reinforcing the privilege associated with hegemonic masculinity, as well as overlooking differences amongst boys and the plural practices individual boys engage in. Drawing on empirical research in two South Australian primary schools with students aged 6Á7 and 11Á13, this article examines the complex ways in which boys engaged in plural gender practices. Practices differing from a discourse of (local) hegemonic masculinity related to three key themes: displaying 'intelligence' and being studious; involvement in traditionally 'feminine' activities; and being caring, loving family and friends, and engaging in cross-gender friendships. This article utilises these themes to argue that practices could work alongside or present challenges to practices relating to a discourse of hegemonic masculinity. An examination of how age and masculinities interweave suggests that a divide between hegemonic and other masculinities and practices is not as distinct as has often been theorised.

‘It is like school sometimes’: friendship and sociality on university campuses and patterns of social inequality

“…In this way, forms of embodied capital in Bourdieuian terms can be translated into the symbolic capital of being popular, or 'known' (Bourdieu, 2000). Angelika points out the continued prevalence of such groupings at HE, seemingly taking for granted the continuation of 'typical' aspects of such groups including the homosociality common amongst school-age students, and associated with hegemonic or normative performances of gender (see Bartholomaeus, 2013). It is often noted in the literature that whilst 'prettiness' can often be of prime value for girls in terms of popularity (although not alwayssee e.g.…”

Popular boys, the ideal schoolboy, and blended patterns of masculinity for 10‐ to 11‐year‐olds in two London schools

“…While some studies have focused on boys' poor educational attainment in relation to girls, and their disenchantment with schoolwork, there has been comparatively little in-depth research, certainly in the UK, which has focused specifically on issues of masculinity and children's informal cultures in the upper end of primary or junior school since the ethnographic work of Renold and Swain based on their doctoral studies around the turn of the century. The most notable examples of research about masculinities with this age group since the millennium (some of which include girls) come from Australia, Finland, South Africa, the UK and US, and can be grouped under the following headings: Academic achievement (Francis et al, 2010;Skelton & Francis, 2011;Wells, 2016); Constructions of masculinity (Bartholomaeus, 2012(Bartholomaeus, , 2013Bhana, 2008;Bhana & Mayeza, 2016; Mayeza &…”

“…While some studies have focused on boys’ poor educational attainment in relation to girls, and their disenchantment with schoolwork, there has been comparatively little in‐depth research, certainly in the UK, which has focused specifically on issues of masculinity and children's informal cultures in the upper end of primary or junior school since the ethnographic work of Renold and Swain based on their doctoral studies around the turn of the century. The most notable examples of research about masculinities with this age group since the millennium (some of which include girls) come from Australia, Finland, South Africa, the UK and US, and can be grouped under the following headings: Academic achievement (Francis et al., 2010; Skelton & Francis, 2011; Wells, 2016); Constructions of masculinity (Bartholomaeus, 2012, 2013; Bhana, 2008; Bhana & Mayeza, 2016, 2018; Mayeza & Bhana, 2020; Paechter, 2006, 2007; Renold, 2005, 2007, 2013; Swain, 2000, 2002a, 2002b, 2003a, 2003b, 2004a, 2006); Gender relations and sexualities (Atkinson, 2021; Bhana, 2013, 2016; Hall, 2020; Renold, 2002, 2005, 2006, 2007, 2013; Swain, 2004b); and Power, friendship, humour and status (Huuki et al., 2010; Jago et al., 2009; Manninen et al., 2011; Mayeza & Bhana, 2021; Schiffrin‐Sands, 2021).…”

Young masculinities across five European countries: performing under pressure

“…While there is debate about the extent to which boys and young men can access hegemonic masculinity (see Bartholomaeus, 2013), various qualitative studies have elucidated the strategies that young men deploy in order to attain (masculine) status. For example, Renold et al (2017) report on boys' judgement and rating of girls based on their appearance, their positioning of males as active and females as passive, and their attachment to a sexual double standard where sexual activity is praised in boys and critiqued in girls.…”