"I Mean, We're Guys": Constructing Gender at an All-Male Trade School

Autor/inn/en	Arbeit, Miriam R.; Hershberg, Rachel M.; Johnson, Sara K.; Lerner, Jacqueline V.; Lerner, Richard M.
Titel	"I Mean, We're Guys": Constructing Gender at an All-Male Trade School
Quelle	In: Journal of Adolescent Research, 32 (2017) 2, S.227-258 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558415590659
Schlagwörter	Males; Single Sex Schools; Sex Role; Masculinity; Student Attitudes; Femininity; Gender Differences; Young Adults; Interpersonal Relationship; Professional Development; Social Class; Educational Attainment; Occupations; Postsecondary Education; Trade and Industrial Education; Personal Narratives; Semi Structured Interviews; Massachusetts + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Geschlechterrolle; Männlichkeit; Schülerverhalten; Femaleness; Weiblichkeit; Geschlechterkonflikt; Young adult; Junger Erwachsener; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Social classes; Soziale Klasse; Bildungsabschluss; Bildungsgut; Beruf; Berufsumfeld; Post-secondary education; Tertiäre Bildung; Gewerblich-industrielle Ausbildung; Erlebniserzählung; Master-Studiengang
Abstract	For young men, the transition to adulthood may be a time of heightened adherence to traditional gender roles and norms of masculinity. However, recent research with young men in gender-specific contexts has indicated that some contexts support a construction of masculinity that is more inclusive. Through a theoretical thematic analysis of interviews with young men in their first week at an all-male trade school, we explored if and how participants talked about gender and its role in their lives, how these discussions of gender may reflect individual gender ideologies, and how these discussions may inform participants' experiences in particular developmental contexts. The themes we identified included the following: Becoming a man as an active process, experiences of male embodiment of size and strength, intersections of school identity and being a man, students' perceptions of their all-male school environment and what it means to not have female classmates, and their reflections on the parts of themselves they see as feminine. We discuss the implications of our findings for future research with adolescents and young adults in relation to gender, relationships, and professional development. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01