Gender Socialization Part II: Annotated Bibliography on Annotated Bibliography on Masculinity, LBGT as other, and Rape Culture
Watzlawik, M. (2009). When a Man Thinks He Has Female Traits Constructing Femininity and Masculinity: Methodological Potentials and Limitations. Integrative Psychological & Behavioral Science, 43(2), 126-137. doi: 10.1007/s12124-008-9085-4
MASCULINITY. In this article Watzlawik (2009) examines what elements go into gender constructs and what factors cause masculinity and femininity within ourselves. Thought the article three definitions are explored and examined for pros and cons. The first definition implies “A feminine woman is one who is, and strives to be, attractive to men, and a masculine man is one who is attractive
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Migliaccio (2009) addresses that it is commonly believed men are less trusting and honest in a friendship, but the relationships usually examined are male and female. In male friends, the other feels that it is not just the fact they are men that need to be taken into account, but the impact of gender roles that also play a role. In the study, Migliaccio (2009) examines friendships between men in occupations typical of their gender such as military and nontraditional such as a hairdresser. Being masculine is described as “being stoic, both physically and emotionally” (Migliaccio, 2009, p.228) which impacts friendships. In male friendships, it is also explored that men avoid being perceived as feminine. Another factor, Migliaccio (2009) considers is either a man works with more females rather than males. “In short, women and men experience and define intimate friendships in different ways, and neither should be judged by the standard of the other” (Migliaccio, 2009, p.229). It is determined that gender is not as much of a factor as gender roles are in male friendships. This article will provide evidence for the impact of the male gender versus gender roles within the theme of masculinity. It examines many factors that go beyond gender as well as the lens these relationships are viewed through …show more content…
B., Crothers, L. M., Bundick, M. J., Wells, D. S., Buzgon, J., Berbary, C., & ... Senko, K. (2015). Teachers' Perceptions of Bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Students in a Southwestern Pennsylvania Sample. Behavioral Sciences (2076-328X), 5(2), 247-263. doi:10.3390/bs5020247
Kolbert, Crothers, Bundick, Wells, Buzgon, Berbary and Senko (2015) explore bullying of LBGTQ youth from teachers' perspectives. It is acknowledged that bullying is a concern for many children and teens, but as an LBGTQ youth, the odds increase dramatically. It is crucial to get educators' perspectives according to Kolbert et al. (2015) because school environments are shaped by adults. A multitude of LBGTQ students report bullying to educators and do not see action, which creates a fear of confiding. A shocking fact in the article is how uncomfortable most teachers are dealing with LBGTQ based bullying, due to the fear of losing their jobs or reactions of the parents. Teachers also feel unequipped to deal with LBGTQ subjects and lack training. This article will provide evidence for LBGTQ bullying in school systems within the theme of LBGTQ youth being viewed as other. It examines how teachers see conflict and how students feel approaching authority with
The concept of masculinity is considered as the qualities and characteristics of a man, typical what is appropriate to a man. In this article, A Community Psychology of Men and Masculinity: Historical and Conceptual Review, The author Eric S. Mankowski and Kenneth I. Maton, analyze four main themes: "Men as gendered beings, the privilege and damage of being a masculine man, men as a privileged group, and men’s power and subjective powerlessness. The second and fourth themes are described as
Brannon, Linda. "Chapter 7 Gender Stereotypes: Masculinity and Femininity." Gender: Psychological Perspectives. 4th ed. Boston: Pearson/Allyn and Bacon, 2005. 159-83. Print.
The clusters of social definitions used to identify persons by gender are collectively known as “femininity” and “masculinity.” Masculine characteristics are used to identify persons as males, while feminine ones are used as signifiers for femaleness. People use femininity or masculinity to claim and communicate their membership in their assigned, or chosen, sex or gender. Others recognize our sex or gender more on the basis of these characteristics than on the basis of sex characteristics, which are usually largely covered by clothing in daily life.
According to a study done by National Youth Association in 2010, 9 out of 10 students in the LGBT community have experienced harassment in school, and over ⅓ of LGBT youth have attempted suicide. More recently, statistics by the Human Rights Campaign (hrc.org) claim that 4 in 10 LGBT youth say that their community is not accepting of LGBT people. In 1998 the Westboro Baptist Church was brought into America’s spotlight when they picketed the funeral of Matthew Shepard, a young man in the LGBT community who had been beaten to death because of his sexuality. Since then, the cruelty of WBC hasn’t ceased to leave many in sickening shock. Bullying, throughout time, has evolved. It’s not just Little Timmy being beaten up for his lunch money anymore. Now, parents are involved. Many religious households raise their children on the beliefs that bullying is A-OK if Little Timmy is a homosexual. Parents ar...
Theroux explains how young boys are easily influenced into believing in the stereotypes of masculinity, leading them to become distant towards women in the future, which in turn causes them as men to find women annoying and a mystery. By explaining the separation society puts between males and females when growing up, Theroux analyses how it affects people in the long run. Believing in this “masculine ideal” can cause men to see themselves as superior to women. “It is very hard to imagine any concept of manliness that does not be little women” claims
Henning-Stout, M., James, S., & Macintosh, S. (2000). Reducing harassment of lesbian, gay, bisexual, transgender, and questioning youth in schools. School Psychology Review, 29(2), 180.
The masculine and feminine are how we view all things in life. There is a superiority of one over the other, and it cannot be confined to the likes of one’s mental state. The masculine is hardened, or what is outwardly described as tough, rigid, strong and basic. The feminine is at best described as the antithesis of masculine, softer, kindler, weaker, and to be protected. When I have to define the traits between the two, both masculine and feminine, I am relegated to speak based on perception of the two definitive aspects of male and female and none else.
Many teenagers who are gay, lesbian, bisexual, or trans are often bullied by their peers. In 2013 a National School Climate Survey showed that seventy-one point four percent of LGBT students were called gay or other derogatory terms often, fifty-four point six percent also heard comments about not being masculine or feminine enough. Almost fifty-two percent of students reported even hearing homophobic statements from teachers or other school workers. Sixteen point five percent of students were also physically assaulted by other students because of their sexuality. Because of these events, LGBT students were three times more likely to miss school than non-LGBT students, had a lower GPA, and had higher levels of depression. A girl I knew in high school named Donna identified as bisexual and I often saw her being pushed around in the halls and called countless terrible names. This soon lead to her feeling bad about herself, becoming depressed, and even self-harming by cutting and burning her arms. Donna also had to drop out of school and start being homeschooled because of the amount of bullying she encountered on a daily basis. The Trevor Project is a LGBT supportive organization that focuses on bringing awareness to homosexuality in young people, works to provide support for youths that are questioning their sexuality or are depressed because of the effects of bullying, and to prevent suicide among these youths. The Trevor Project explains that LGBT youths are four times more likely to attempt suicide than straight youths of the same age. This organization also tells us that young people who come out to their families and are rejected by them are eight times more likely to attempt suicide than people who were not pushed away by their families. These numbers are not only alarming,
(everythinglubbock) People argue that these kinds of policies are needed to prevent bullying other students. Growing up being part of the LGBT community, we need to learn to defend ourselves, create character and a backbone. What some parents do not understand, is that when these kids grow up they will face people who will criticize, judge and attack them in a worse, harsher and even more violent way. In a study of American children aged 11 and 12, researchers from the University of California, Los Angeles published in the Daily Mail “Although the researchers accept that bullying can be damaging to children, leading to depression and anxiety, those who are not afraid to stand up for themselves can benefit from being picked on. '
Over the past several years, research and advocacy has stressed the urgent nature of youth bullying as a major public health problem. The matter is further emphasized with a quick look through any media source, which is sure to highlight at least one heartfelt and tragic outcome to such bullying. What is often not brought forth, is the disproportionate nature of bullying against youth identifying under the LGBTQ umbrella, and the significantly more drastic consequences. The American Public Health Association, has not only acknowledged this phenomena, but also released a policy statement, Reduction of Bullying to Address Health Disparities Among LGBT Youth, specifically addressing the matter through the lens of public health (The American Public
Beyond bullying is a book that tries to examine the implications of policing of schools on leaners of color and harsh school discipline. Additionally, it explains the role played by adult groups in perpetuating hostile environments for youth in schools. The book also reviews the importance of having supportive and fair discipline policies instead of criminalizing and punitive. Some government publications fail greatly in explaining why discipline policies does not only impact negatively on youth but also the gay, lesbians and transgendered pupils. Majority of public schools serve as pipelines for many juveniles instead of being supportive according to Nice (20). The study examines the major issues addressed in the book beyond bullying.
According to the author, masculinity should not be narrowed down to the male body as well as its effects. Feale masculinity is also evident in some women or female characters in our society. For instance, tomboyism is an extended childhood period of female masculinity (Halberstam 27). Therefore, since the habit of tomboyism is much more common with the girl child compared to the boy child, the society tens to believe that deviance of the female gender is much more tolerated compared to the deviance of the male gender.
Singh (2012, p. 691) survey research notes, (68%) felt concerned about their safety, as 87% had experienced verbal bullying, 53% had experienced physical bullying, and 26% were physically assaulted; 54% experienced hearing racist language from school staff and 23% from their peers. This has led to calls for antibullying policies in schools; gender sensitivity training for selected service providers and law enforcement personnel, and extensions; and better enforcement of hate crime statutes applicable to gender nonconformity (Nuttbrock & Bockting, 2014, p. 2191). These policies are put in place to help, people understand the complex ways that
Brooks sets the psychological dimensions of ones ‘manhood’, whilst Shirazi and Mosse contrast the creation of men and their actions within the modern world. Connell, R. W., and J. W. Messerschmidt. " Hegemonic Masculinity: Rethinking The Concept." Gender And Society 19.6 (2005): 829-859.
behaviors, and social conditions that we call masculinities are “hard-wired” into males through biology (see Thorhill & Palmer, 2000) and/or the heritability of human psyche (see Jung, 1959/1989; Bly, 1990). They view masculinity as static, transhistorical, cross-cultural, and cross-situational. From this perspective, gender change is either impossible, or it involves the use of powerful force to constrain what is seen as “naturally” male. (Masculine Self pg. 19)