Producing Contradictory Masculine Subject Positions: Narratives of Threat, Homophobia and Bullying in 11–14 Year Old Boys

Abstract

This paper reports a qualitative analysis of data from a study of masculinity in [11][12][13][14] year old boys attending twelve London schools. Forty-five group discussions (N = 245) and two individual interviews (N = 78) were conducted. The findings indicate that boys' experiences of school led them to assume that interviews would expose them to ridicule and so threaten their masculinity. Boys were generally more serious and willing to reveal emotions in individual than in group interviews. A key theme in boys' accounts was the importance of being able to present themselves as properly masculine in order to avoid being bullied by other boys by being labeled "gay." The ways in which boys were racialized affected their experiences of school.This paper reports a qualitative analysis of data from a study of masculinity in 11-14 year old boys attending schools in London. It first considers boys' experiences of feeling threatened by everyday practices in school. It then considers how

Typologies of Social Support and Associations with Mental Health Outcomes Among LGBT Youth

“…Although preliminary, these results suggest some male-born LGBT youth struggle developing supportive relationships with peers and significant others. Masculinity research suggests pervasive societal attitudes around traditional masculinity (i.e., masculinity valuing dominance, assertiveness, and lack of emotion), [30][31][32] which is a strong predictor of homophobic attitudes 32 and is rewarded in American culture. [34][35][36] Traditional masculinity may discourage the development of healthy support systems for maleborn LGBT youth, and male-born LGBT youth who violate traditional masculinity expectations may be more vulnerable to social rejection.…”

Limitations of focussing on homophobic, biphobic and transphobic ‘bullying’ to understand and address LGBT young people's experiences within and beyond school

“…Methodologically, this means that research may not necessarily be able to report as bullying cases based only on people hearing particular language use. Equally, however, schools should not assume that certain language is always 'humorous' between friends (Formby, 2013;Phoenix et al, 2003), as some LGB young people said they found this language use 'offensive'. These different experiences and interpretations mean that it is a complex undertaking for schools to understand and address (homophobic) language use, as both intent and how it is received are significant.…”

“…In part, this reflects different approaches to working with young people, with at least some youth work explicitly drawing on a history of collectively challenging social inequalities (Bowler, 2013). By contrast, schooling is often characterised by 'right' and 'wrong', with teachers as authority figures (Formby, 2013;Phoenix et al, 2003), meaning that discussions about homophobia can be closed down under a 'zero tolerance' approach, rather than openly aired, and subsequently challenged (Formby, 2013). Walton (2011: 141) has described zero tolerance approaches as regulatory 'knee-jerk reactions' that police student behaviour whilst ignoring social differences and inequalities.…”

The Role of Peers in Predicting Students' Homophobic Behavior: Effects of Peer Aggression, Prejudice, and Sexual Orientation Identity Importance

“…Homophobic behavior and generally aggressive behavior (e.g., physical or relational aggression and bullying) are strongly correlated in quantitative studies and students have noted their overlap in qualitative interviews (Phoenix, Frosh, & Pattman, 2003;Poteat, O'Dwyer, & Mereish, 2012;Thurlow, 2001). For instance, students use homophobic epithets and engage in homophobic behavior to intensify the effects of their aggressive behavior (Rivers, 2001;Russell, Sinclair, Poteat, & Koenig, 2012).…”

“…In fact, a number of adolescents do report feeling pressured to prove their sexuality to their peers to avoid being the target of homophobic bullying (Pascoe, 2007;Phoenix et al, 2003;Plummer, 2001).…”