Warrior Narratives in the Kindergarten Classroom

Jordan, Ellen; Cowan, Angela

doi:10.1177/089124395009006006

Cited by 28 publications

(17 citation statements)

References 2 publications

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“…Children have been observed displaying traditional gender roles in the interactions between students and teachers as early as kindergarten (Jordan & Cowan, 2004). The authors of this study observed the boys' fantasy gender role as "warrior narrative" (p.…”

Section: Boys and Masculinitymentioning

confidence: 87%

“Putting My Man Face On”: A Grounded Theory of College Men’s Gender Identity Development

Edwards¹,

Jones²

2009

csd

113

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The purpose of this grounded theory study was to explore the process of college men's gender identity development. Conducted from a social constructivist epistemological paradigm, through a social justice theoretical lens, and using a constructivist grounded theory methodology, the following research questions guided this study: (a) how do college men come to understand themselves as men; (b) how does this understanding of what it means to be a man change over time, if at all; and (c) what are the critical influences on this process? Three interviews with 10 college men from a large East Coast university were conducted.The theory that emerged from this study is grounded in the participants' experiences and depicts gender identity as developed through constant interaction with society's expectations of them as men. In order to try to meet these expectations and be seen as men, participants described putting on a performance that was like wearing a mask or "putting my man face on." This process included learning societal expectations of them as men, as well as specific cultural group expectations. The men in this study were all aware that they did not neatly fit behind the mask, either as a result of personal characteristics or social identities. Their resulting insecurities led them to wearing the mask both consciously and unconsciously so that they would be seen as men by society.Wearing the mask had consequences for the women in their lives, their relationships with other men, and themselves as they were also denying or masking their true selves.Although none of the men in this study had been able to completely take off the mask, they were able to identify critical influences in their lives that had helped each of them begin to remove the mask in certain circumstances and begin moving towards being their own man. This theory of college men's gender identity development has implications relevant to theory development, research, student affairs practice, and social justice.

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Section: Boys and Masculinitymentioning

confidence: 87%

“Putting My Man Face On”: A Grounded Theory of College Men’s Gender Identity Development

Edwards¹,

Jones²

2009

csd

113

View full text Add to dashboard Cite

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“…Boys' peer groups seem far less amenable to direction and supervision by adults than do girls' peer groups, leading researchers to speculate about connections between peer group interactions and boys' later difficulties in school, such as lower grades and greater behavior problems (e.g., Fagot, 1994, pp. 62-63;Jordan & Cowan, 1995). Others have noted possible difficulties in children developing competencies, such as interpersonal interaction styles, that are more typical of the other sex, thus enabling more effective cross-sex interaction (e.g., Leaper, 1994).…”

Section: Peer Group Interactions and The Culture Of Childhoodmentioning

confidence: 95%

“…Extensive observations have revealed the importance of interactions with others of the same sex in helping children develop their gender identity and definitions of appropriate gender roles, as children actively discuss and develop definitions of masculinity and femininity. These discussions involve not just areas of toy choice or games, but also the nature of sexuality and sexual relationships (Eder, 1995;Fine, 1987;Holland & Eisenhart, 1990;Jordan & Cowan, 1995;Thorne, 1993;Voss, 1997).…”

Section: Peer Group Interactions and The Culture Of Childhoodmentioning

confidence: 98%

Gender Socialization

Stockard

Handbooks of Sociology and Social Research

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“…Data analysis is foremost concerned with textual narratives, but also addresses visual (Riessman, 2008), performative (Jordan & Cowan, 1995) and bodily aspects (Shilling, 2003) of narrative meaning-making. The hermeneutic potential of this approach focuses how these textual and visual representations occur and what they connote.…”

Section: Sample and Methodsmentioning

confidence: 99%

“…This has led to many macro-analyses of the war metaphor as a key signifier of masculine and male dominated sports, a stereotypical intertwining of men and masculinity, and the reproduction of patriarchy (Coakley, 2007;Gee, 2009;Jordan & Cowan, 1995;Messner et al, 2000;Messner, 2002;Trujillo, 1995). In relation to represented women's sport reading off gender structure seemingly puts researchers in a double bind: representations of aggressive warrior women challenges a stereotypical intertwining of women and femininitysimultaneously, female athletes' masculine conduct and their mediated representations simply reify the valorization of masculinity and therefore also patriarchy (Coakley, 2007;DavisDelano et al, 2009;Messner, 2002;Sisjord & Kristiansen, 2008;Thorpe, 2008).…”

Section: War At Last: Cultural Conceptions Of Sport As Warmentioning

confidence: 99%

“Smiles and Laughs—All Teeth Intact”: A Cultural Perspective on Mediated Women’s Handball in Norway

Broch¹

2014

International Journal of Sport Communication

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This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Broch, T. B. (2014). "Smiles and laughs -all teeth intact": A cultural perspective on mediated women's handball in Norway. The narrative analytic approach is structural hermeneutic and concerned with processes of meaning-making. Instead of reading off gender/macro-structure in data, this project maps the semiotic culture-structure of mediated women's handball and shows how gendered meaning is creatively used to inform understandings of female handballers' situated practices. The analysis first outlines the cultural binaries that constrain the media presentations of Norwegian women's handballthen scrutinize how gendered conceptions of sport and female athletes are used to understand this binary culture-structure. Analytically revealed is a staging of Norwegian women's handball that portrays successful and powerful female bodies' contextual conduct. Norwegian women handballers are preforming the aggressive and physically violent game in what is analyzed as a gender appropriate manner.

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Warrior Narratives in the Kindergarten Classroom

Cited by 28 publications

References 2 publications

“Putting My Man Face On”: A Grounded Theory of College Men’s Gender Identity Development

“Putting My Man Face On”: A Grounded Theory of College Men’s Gender Identity Development

Gender Socialization

“Smiles and Laughs—All Teeth Intact”: A Cultural Perspective on Mediated Women’s Handball in Norway

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