violent tails of their exploits, they repeatedly account stories that did not accentuate any sort of pleasure, either given or received, but instead bragged about their ability to make their female partners bleed, or in some cases defecate. One student, Rich, proudly recalled a time he had caused an ex-girlfriend to cry and bleed. He bragged that he “popped her wall”, leading her to have “to have stitches.” Another boy told a story about a friend, who had anal sex with “a drunk chick”, who proceeded to “shit all over the place.” These anecdotes were met mostly with laugher, occasionally with moans, and often with a few mutterings of “gross.” These accounts are more than just harmless teenage boys bonding exuberantly over being sexually active teenage boys; they are meant to draw attention to a boy’s ability to have control over a woman’s body. They purposefully emphasize what they did to their partners, how they forced them to bleed, how they caused them to lose control of their bowels, of their bodies. They didn’t really discuss having sex with their girlfriends, or any pleasure. This violent emphasis is how the students demonstrate their sexual domination over women to their male peers.
Saturday, November 27, 2010
Locker Room Talk
We’ve all experienced it in one form or another. Whether personally, via rumors, or through your favorite prime time teenage drama, we all know what the boys’ locker room is famous for: sex talk. The space may not necessarily be a literal locker room, but just any teenage male dominated space, such as the weight lifting room C.J. Pascoe observes in her book Dude, You’re a Fag. The weight lifting room is a place where a male student can not only demonstrate their physical aptitude, but attempt to prove themselves the most sexually accomplished as well. The boys tell eccentric and increasingly 
violent tails of their exploits, they repeatedly account stories that did not accentuate any sort of pleasure, either given or received, but instead bragged about their ability to make their female partners bleed, or in some cases defecate. One student, Rich, proudly recalled a time he had caused an ex-girlfriend to cry and bleed. He bragged that he “popped her wall”, leading her to have “to have stitches.” Another boy told a story about a friend, who had anal sex with “a drunk chick”, who proceeded to “shit all over the place.” These anecdotes were met mostly with laugher, occasionally with moans, and often with a few mutterings of “gross.” These accounts are more than just harmless teenage boys bonding exuberantly over being sexually active teenage boys; they are meant to draw attention to a boy’s ability to have control over a woman’s body. They purposefully emphasize what they did to their partners, how they forced them to bleed, how they caused them to lose control of their bowels, of their bodies. They didn’t really discuss having sex with their girlfriends, or any pleasure. This violent emphasis is how the students demonstrate their sexual domination over women to their male peers.
violent tails of their exploits, they repeatedly account stories that did not accentuate any sort of pleasure, either given or received, but instead bragged about their ability to make their female partners bleed, or in some cases defecate. One student, Rich, proudly recalled a time he had caused an ex-girlfriend to cry and bleed. He bragged that he “popped her wall”, leading her to have “to have stitches.” Another boy told a story about a friend, who had anal sex with “a drunk chick”, who proceeded to “shit all over the place.” These anecdotes were met mostly with laugher, occasionally with moans, and often with a few mutterings of “gross.” These accounts are more than just harmless teenage boys bonding exuberantly over being sexually active teenage boys; they are meant to draw attention to a boy’s ability to have control over a woman’s body. They purposefully emphasize what they did to their partners, how they forced them to bleed, how they caused them to lose control of their bowels, of their bodies. They didn’t really discuss having sex with their girlfriends, or any pleasure. This violent emphasis is how the students demonstrate their sexual domination over women to their male peers.
Women in the United States have been fighting for equal rights for the past 162 years. To this day, not much improvements have been made. According to the U.S Census, women only make about 75.7 cents for every dollar a man earns and it may worsen since the U.S is in an economic recession with high unemployment rates. Not only do women face inequality in the labor force, but also in the social realm. Many stereotypes on women have not changed. Women are still viewed as weaker and less competent then men are. There are many reasons to why inequality between the gender still exist. The definition of masculinity may be the reason to explain the inequality between women and men.
“They were having sex and ‘she said it started to hurt. I said we can stop, and she said no. Then she said it again and she started crying, I told her to get off! Told her to get off! Finally I took her off,’ making a motion like he was lifting her off him. Then he said there was ‘blood all over me! Blood all over her! Popped her wall! She had to have stitches” (pg ).
This was taken out of context from a book called “Dude You’re a Fag,” where the author, C. J. Pascoe questioned the word “masculinity” in the realm of high school students. For a year and a half Pascoe followed and interviewed students who were attending River High School to find the meaning of masculinity from the male population in the school. To many high school boys, having dominance or having control of their lives is a sign of masculinity. In order to prove themselves as masculine, sex experience is often the topic shared among each other. Many of their sex experience portray the opposite sex, girls, as an object that is being controlled by them. The excerpt above provides an excellent sex experience boys share among each other.
“They were having sex and ‘she said it started to hurt. I said we can stop, and she said no. Then she said it again and she started crying, I told her to get off! Told her to get off! Finally I took her off,’ making a motion like he was lifting her off him. Then he said there was ‘blood all over me! Blood all over her! Popped her wall! She had to have stitches” (pg ).
This was taken out of context from a book called “Dude You’re a Fag,” where the author, C. J. Pascoe questioned the word “masculinity” in the realm of high school students. For a year and a half Pascoe followed and interviewed students who were attending River High School to find the meaning of masculinity from the male population in the school. To many high school boys, having dominance or having control of their lives is a sign of masculinity. In order to prove themselves as masculine, sex experience is often the topic shared among each other. Many of their sex experience portray the opposite sex, girls, as an object that is being controlled by them. The excerpt above provides an excellent sex experience boys share among each other.
Many subjects in Pascoe’s field study in River High School have had several sexual relationships and are considered by their friends as a “man.” But as Pascoe stated in her book, girls that have several sexual relationships is considered a “slut.” For males, having lots of sex with different females is accepted by the society. While females having sexual intercourse with more then one male is viewed negatively on. Why is that? Because the body of a female “still serve as proof of masculinity” (pg 92). As mentioned before, even to high school boys having the control over the action is very important to them and is defined as masculinity. The dominance of every action males involve themselves in is considered masculine.
Until the definition of masculinity in the society is changed, inequality between the two gender will still remain.
Compulsive Heterosexuality
Adolescent boys are always portrayed in popular as lusting over girls, and having (or yearning for) sex. Movies such as Superbad show “playful” male banter where boys discuss sleeping with girls. Popular culture simply depicts male traits without fully questioning why they do these things. Why do they feel the need to hook up with lots of girls and have lots of sex? What is the root of the sexual behaviors that are attributed to boys?
CJ Pasco observed a high school in California to see how gender and sexuality play out in a high school environment. She found that masculinity was something that had to be earned. A boy could not simply be masculine because of he was born with male genitalia. He had to constantly prove he was masculine by displaying typical masculine behaviors. If a boy did not act “masculine”, he’d be called fag. Pascoe used the term compulsive heterosexuality to describe the behaviors and interactions that the high schoolers displayed. This term was based upon Adrienne Rich’s work. Rich stated that heterosexuality does not simply describe whom a person loves, but is something that affects every day life. Heterosexuality is ingrained in every day practices. It is the way boys use their sexuality in order to show that they have power over women. Pasco observed this behavior in three main ways; discussing sex, exerting physical power over girls bodies, and “getting girls”.
For the high school boys, it was very important to let other knows that they had had sex. Having sex was an activity that was deemed “masculine” therefore, all boys needed to have done it. If they let others know they were sexually inexperienced, they were derided for not being manly enough. Having sex was the ultimate masculine activity because it showed that they were definitely attracted to girls. It also showed that they had power over girls. If a boy had not had sex, he had to lie about it.
“Getting girls” is the term Pascoe used to describe the various ways boys would try to get girls to “go out” with them, or hook up with them. For boys, “getting girls” was an important masculine behavior. It proved that they were attracted to females (like having sex) and showed that they had power and dominance over girls. Girls were seen as objects that could be dominated. Boys in the high school thought that they had a right to a girl. If they desired a girl, they believed that they deserved the girl. If a girl did not repudiate a guy’s advances, she was considered a whore by the rejected male. The rejected male had to show that there was something inherently wrong with the girl, so that he could not be blamed for having the girl reject him. Being rejected by a girl was something that could threaten a man’s masculine status, because it showed they could not dominate and exert power over a female. Girls were frequently subjected to sexual harassment, due to guys feeling the need to “get girls”. They were kissed against their will, and often had provocative comments said while they walked down the halls.
Furthermore, guys had to show display their masculinity in the ways they interacted with girls physically. They did this by interacting with girls physically in ways that showed they were dominant. For example, one boy wrestled a girl. Another shook a girl’s head multiple times. These physical interactions displayed male dominance. It made girls helpless.
All three of the behaviors outlined above showed male dominance and female helplessness and passivity. A boy proved he was masculine by exerting power. Women were objects that boys used to exert power. Compulsive heterosexuality was constantly displayed at the Rivers High School. It belittled the status of the girls, while reinforcing male dominance. It was such a part of the culture at Rivers that sexual harassment was the norm. Male dominance and female oppression were seen everywhere in the school.
Superbad-even nerds participate in compulsive heterosexuality.
Lets Take Another Look At High School
High school is often looked back upon as a nostalgic four years when so many of our important (albeit, awkward) transition into adulthood took place. It was a bittersweet four years that many of us dreaded, but few can remember exactly why. As such, we are inclined to look back at high school as a kind of necessary evil. We were teased, we were bullied, we probably got our hearts broken for the first time, and we tried desperately to fit in. But despite all of that, it was fun, and we were teenagers, we can’t help it, right? Well, maybe. In C.J. Pascoe’s book Dude, You’re a Fag teenage sexuality (perhaps the most awkward and painful part of high school) is examined through a new lens. It’s easy to think of the ways teenagers date and interact with one another as inevitable and blame it on the “raging hormones” we have all become so familiar with. In her book, Pascoe argues that teenage sexuality is not just something that happens, it’s reinforced through actions and events both initiated by the student body and the administration.
Take, for instance, the phenomena of boys trying to “get” girls. We’ve all seen this: when some teacher, coach or parent isn’t demanding the teenage boy’s attention where does it go? It goes to finding that girl to take to the dance, flirt with, or simply, to have sex with. We see this as just another example of boys being boys. But not Pascoe, she observed this “hunt” in action, and according to her research, claims that this competitive edge that has been placed on dating is actually apart of a bigger picture of boys working to prove their masculinity.
Along with conforming to traditional images of masculinity like playing sports, acting tough, or being independent, getting girls is seen as the ultimate way to show how much of a man you really are. The more girls you can either have sex with or get to like you, the more of a man you are. Thus, boys who never have a girlfriend or other relationship with women (whether or not women are they want to) are the least masculine and therefore the least cool. Remember that popular guy in high school? Chances are, he and all the ladies lining up for a date. Or, at least made it seems that way.
Take, for instance, the phenomena of boys trying to “get” girls. We’ve all seen this: when some teacher, coach or parent isn’t demanding the teenage boy’s attention where does it go? It goes to finding that girl to take to the dance, flirt with, or simply, to have sex with. We see this as just another example of boys being boys. But not Pascoe, she observed this “hunt” in action, and according to her research, claims that this competitive edge that has been placed on dating is actually apart of a bigger picture of boys working to prove their masculinity.
Along with conforming to traditional images of masculinity like playing sports, acting tough, or being independent, getting girls is seen as the ultimate way to show how much of a man you really are. The more girls you can either have sex with or get to like you, the more of a man you are. Thus, boys who never have a girlfriend or other relationship with women (whether or not women are they want to) are the least masculine and therefore the least cool. Remember that popular guy in high school? Chances are, he and all the ladies lining up for a date. Or, at least made it seems that way.
Dude, Be A Man
In light of recent coverage of gay teen suicides, the (liberal) nation has been up in arms about anti-gay bullying. Homophobia is rampant in high schools. Walk down the halls of any public school – you will probably hear “fag!” or “that’s so gay,” five to ten times on your journey from the English hall to the Math wing.
But is it really homophobia that is to blame? Dude, You’re a Fag by C.J. Pascoe delves into uncovering the “fag discourse” taking place in River High, a public school in California. In the chapter for which the book was named, Pascoe opens with a scene from the school’s annual Creative and Performing Arts Happening. One of the students, Brian, tells a group of elementary students that, “There’s a faggot over there! Come look!” The group follows Brian to the end of the hall where his friend Dan is displaying exaggerated gestures of effeminate behavior. Brian yells, “Look at the faggot! Watch out! He’ll get you!” and the younger boys flee in terror.
This is example is significant to Pascoe’s case, showing how fag or faggot is used as a mechanism of discipline. The central idea of the “fag discourse” simply uses homophobia as a means to express what is undesirable – being unmasculine. Pascoe states: “Homophobia is too facile a term with which t describe the deployment of fag as an epithet… Invoking homophobia to describe the way boys aggressively tease each other overlooks the powerful relationship between masculinity and this sort of insult.”
She then further points out that fag is a term used almost exclusively for boys. The meanings are highly gendered. Though girls have been witnessed to use the term gay as a synonym for anything negative, fag implies incompetence or a lack of masculinity. By pointing out another boy’s status as fag would shore up one’s dominance and display of masculinity.
This is to say that homophobia does not exist: “Most guys explained their or others’ dislike of fags by claiming that homophobia was synonymous with being a guy. For instance, Keith, a white soccer-playing senior, explained, ‘I think guys are just homophobic.’” The preoccupation still exists, though, with masculinity.
But is it really homophobia that is to blame? Dude, You’re a Fag by C.J. Pascoe delves into uncovering the “fag discourse” taking place in River High, a public school in California. In the chapter for which the book was named, Pascoe opens with a scene from the school’s annual Creative and Performing Arts Happening. One of the students, Brian, tells a group of elementary students that, “There’s a faggot over there! Come look!” The group follows Brian to the end of the hall where his friend Dan is displaying exaggerated gestures of effeminate behavior. Brian yells, “Look at the faggot! Watch out! He’ll get you!” and the younger boys flee in terror.
This is example is significant to Pascoe’s case, showing how fag or faggot is used as a mechanism of discipline. The central idea of the “fag discourse” simply uses homophobia as a means to express what is undesirable – being unmasculine. Pascoe states: “Homophobia is too facile a term with which t describe the deployment of fag as an epithet… Invoking homophobia to describe the way boys aggressively tease each other overlooks the powerful relationship between masculinity and this sort of insult.”
She then further points out that fag is a term used almost exclusively for boys. The meanings are highly gendered. Though girls have been witnessed to use the term gay as a synonym for anything negative, fag implies incompetence or a lack of masculinity. By pointing out another boy’s status as fag would shore up one’s dominance and display of masculinity.
This is to say that homophobia does not exist: “Most guys explained their or others’ dislike of fags by claiming that homophobia was synonymous with being a guy. For instance, Keith, a white soccer-playing senior, explained, ‘I think guys are just homophobic.’” The preoccupation still exists, though, with masculinity.
The Heterosexual Matrix
“The Matrix is everywhere. It is all around us. Even now, in this very room. You can see it
when you look out your window, or when you turn on your television. You can feel it
when you go to work, when you go to church, when you pay your taxes.”
-Morpheus, The Matrix
The Heterosexual Matrix surrounds everyone, yet most of are not fully aware of itʼs effect on us. C.J. Pascoe defines it as being “the public ordering of masculinity and femininity through meanings and practices of sexuality.” From a young age these constructs in society teach people to link sex and gender together. Boys are equal to masculinity, and girls are equal to femininity.
C.J. Pascoe, a sociologist and author, studied schools and their role as a sexualized and gendered institution. The school creates an environment were sex and gender canʼt been seen as separate. River High, the particular school where Pascoe did her research, has many examples of formal and informal gendered meanings and practices. In one class discussion the concept of marriage is used because of itʼs “assumed universality.” In other words, marriage in our society is automatically seen as a union between a man and a woman of similar age. No one needs to explain it, everyone automatically understands it because the Heterosexual Matrix has taught them this. At River Highʼs graduation boys wear black robes, while girls wear yellow ones. Photos posted in one teachers room were all boy-girl pairs from proms and other formal events. These practices create “an environment in which gender-differentiated heterosexuality [is] celebrated and made a focal point.” Schools are just one example of institutions rich with pro-heterosexual meanings and practices.
However, sex and gender are not one and the same. Sexual identity is determined by an individualʼs physical genitalia, while gender is regardless of physical makeup and based on whether an individual is masculine or feminine. The Heterosexual Matrix does not project anything but heterosexuality. Students are not given the choice to decide whether they want to wear black or yellow robes to graduation based on what gender they see themselves as. There are no photos of non-heterosexual couples posted in the teacherʼs room to represent the many different types of sexuality. The Heterosexual Matrix that we live in teaches us these concepts of heterosexuality and then we reinforce them and pass them onto other people through our own words and actions.
“I’m No Fag”
Does calling someone a “fag” change the way you perceive masculinity? At least in the sphere of hetero teen males, according to C.J. Pascoe (Dude, You’re A Fag, 2007), the answer is yes.
Any boy can be accused of being a “fag” even temporarily, if he fails at tasks that indicate a lack of masculine prowess. As a result, the fear of being labeled as a “fag” is so great that boys conform to the standard notions of masculinity to avoid the “fag” association at all costs. To further one’s masculinity, boys harass each other “in a verbal game of hot potato, each careful to deflect the insult by hurling it at someone else” (Pascoe 60). Pascoe established this aspect of behavior as the “fag discourse”; a form of social control that exists only in the language of straight males. The “specter of the fag” reminds the boys of the fluidity of the “fag”, in that any of them could become fags if they aren’t traditionally masculine.
Any boy can be accused of being a “fag” even temporarily, if he fails at tasks that indicate a lack of masculine prowess. As a result, the fear of being labeled as a “fag” is so great that boys conform to the standard notions of masculinity to avoid the “fag” association at all costs. To further one’s masculinity, boys harass each other “in a verbal game of hot potato, each careful to deflect the insult by hurling it at someone else” (Pascoe 60). Pascoe established this aspect of behavior as the “fag discourse”; a form of social control that exists only in the language of straight males. The “specter of the fag” reminds the boys of the fluidity of the “fag”, in that any of them could become fags if they aren’t traditionally masculine.
Though it seems as though you could get called a fag for “anything”, as one teen from Pascoe’s study claims, there are certain actions, behavior and physical positioning that place one in danger of being called a fag. For example, the concern with maintaining one’s physical appearance is something only fags would do. Straight teenage boys would purposely wear tattered, muddied “beaters” to prove that they are “real” guys who aren’t the le
ast worried about their appearances. Similarly, they sported loose, baggier outfits to assert their “straightness” and masculinity. Since only fags groom themselves regularly, straight guys found ways to differentiate themselves from the fags and distance themselves from the “fag identity”. In the same framework, dancing is practice that places boys’ masculinity in jeopardy. Boys would never dance together without the intention of embarrassing each other. Dancing too close to the extent that contact is sufficiently made also makes boys more susceptible to the “fag discourse”. While the “fag discourse” seems only to permeate the social sphere of straight males, the fag slur is only targeted at white males, because African-American males are so “hyper-sexualized” in society. Relatively speaking, white males are likely to be called fags than black men simply because of their heightened masculinity. In a sense, “white” itself now contains a notion of femininity; therefore, white males feel the constant need to compulsively hurl the term “fag” at one another and engage in “fag discourse” to assert their masculinity, whereas black males have ability to engage in rituals deemed “fag-like”, such as dancing and grooming, without being labeled a fag.
The notion that the specter of the fag does indeed, contain racial implications is understandably hard to swallow; yet the idea of the “fag” as such a pervasive influence on straight guys that it compels them to police their own actions in accordance with the notion of masculinity is all the more daunting to every heterosexual male who has had at least one encounter with the “fag”.
Bullying versus Discrimination
The “jocks” making fun of the “geeks” has been a long-standing part of attending school in the U.S. and is seen as just part of growing up. However, what is a more recent development is society’s homophobia transcending through the school doors. Within the past few months various accounts of what has been called bullying have been rampant in the news. From 14-year-old boys to college students, teens across the country are being tormented for identifying as gay or being accused of homosexual behaviors, and the result is suicide. In most schools there are not consequences for teasing, especially when it is only verbal abuse. Why as a society do we think that only sticks and stones can break our bones but words will never hurt us? Clearly through the current media attention, homophobic verbal teasing and taunting is breaking not only bones, but also the hearts of families and friends. Yet as these suicides become more popular in the news media, journalists have started to clump this phenomenon together with bullying in general. I suggest that through C. J Pascoe’s book, Dude You’re A Fag, we can look at how these recent homophobic suicides are not just part of bullying in general, but are part of the institutionalization of homophobic discrimination throughout society and specifically in the education system.
Pascoe discusses how the word fag is used among boys in place of dumb, stupid, annoying, or feminine. I suggest that the socialization of the term fag is where the problem lies. Sure kids are being teased, taunted, and tormented, which are all characteristics of bullying, but there is a major difference between being teased for you hairstyle and being teased for your sexual identity. Right now many people, especially celebrities, are trying to reach out and show support for those who have been affected by the recent suicides. For example Madonna, Kim Kardashian, and Obama, to name a few, have openly discussed their own experiences of being bullied in school. In spite of this, all of them relate their teasing to being a nerd, or not being in sports. But this type of bullying is way different than the homophobic ridicule gay teens and are facing today.
Our society needs to realize that mocking one’s identity is vastly different then te
asing a teen’s academic or extra-curricular interests. Homophobic abuse goes far beyond the school doors and out to the real world where homophobic discrimination lurks at many corners. For example, employers can fire an employee for openly identifying as gay, most are excluded from military service, and in most states gays don’t have the right to get married. This is a serious problem, which I consider to be very different than being picked on about your weight or you athletic ability. I was personally bullied in junior high, and I will not un-validate that those were the worse 2 years of my life, but what I’m suggesting is that homophobic discrimination is its own separate battle society needs to fight different then bullying in general. Through Pascoe’s fag discourse she illustrates that these terms hold more than just simple discrimination, “To call someone gay or fag is like the lowest thing you can call someone. Because it’s like saying that you are nothing” (55). When will society stand up and fight against this injustice that is causing on average 500 gay teens a year to commit suicide?
Pascoe discusses how the word fag is used among boys in place of dumb, stupid, annoying, or feminine. I suggest that the socialization of the term fag is where the problem lies. Sure kids are being teased, taunted, and tormented, which are all characteristics of bullying, but there is a major difference between being teased for you hairstyle and being teased for your sexual identity. Right now many people, especially celebrities, are trying to reach out and show support for those who have been affected by the recent suicides. For example Madonna, Kim Kardashian, and Obama, to name a few, have openly discussed their own experiences of being bullied in school. In spite of this, all of them relate their teasing to being a nerd, or not being in sports. But this type of bullying is way different than the homophobic ridicule gay teens and are facing today.
Our society needs to realize that mocking one’s identity is vastly different then te
asing a teen’s academic or extra-curricular interests. Homophobic abuse goes far beyond the school doors and out to the real world where homophobic discrimination lurks at many corners. For example, employers can fire an employee for openly identifying as gay, most are excluded from military service, and in most states gays don’t have the right to get married. This is a serious problem, which I consider to be very different than being picked on about your weight or you athletic ability. I was personally bullied in junior high, and I will not un-validate that those were the worse 2 years of my life, but what I’m suggesting is that homophobic discrimination is its own separate battle society needs to fight different then bullying in general. Through Pascoe’s fag discourse she illustrates that these terms hold more than just simple discrimination, “To call someone gay or fag is like the lowest thing you can call someone. Because it’s like saying that you are nothing” (55). When will society stand up and fight against this injustice that is causing on average 500 gay teens a year to commit suicide?
Racializing The Fag
The word “fag” can mean many things depending on who is saying it and who it is directed at. In River High the term had a general definition of weakness and lack of masculinity. The term was racialized, meaning different races (mainly the white males and the African American males) used it in various ways (this also overlaps with cultures). The African American boys did not use it nearly as frequently as the white boys. In fact, they teased each other for being white more often then for being a fag. In America, African American males are hypersexualized, making white males more feminine in comparison. In some ways, the African American kids calling each other white was equivalent to the white kids calling each other fag.
The first main difference in meaning of the word fag was related to dancing. For the African American kids, dancing illustrated that the person was part of a cultural community -- the hip-hop community and identity. Really good dancers were also very popular. Dancing was a way of communicating. The boys would teach each other moves, show off a little, and also have fun dancing together. The white boys could only pay attention to the physical contact of males with other males, indicating a lack of masculinity.
The second difference was regarding the way males treated their appearance. By paying attention to clothing and carefully putting yourself together is a large part of relating to the hip-hop identity for African Americans. Pascoe notes it as the “cool pose” – appearance as being included in a cultural group, racial group, and also class status. The white boys (also more generally of a high economic status) are not supposed to care one bit how they look, otherwise they would fall into the fag position. Looking dirty was their choice, and coming from a lower class background is not something you would want to represent and be proud of.
The way the white boys and the African American boys interacted with one another and expressed themselves came from the things they learned growing up, which are largely based on their racial and cultural backgrounds, class status, and the environment they grew up in.
The first main difference in meaning of the word fag was related to dancing. For the African American kids, dancing illustrated that the person was part of a cultural community -- the hip-hop community and identity. Really good dancers were also very popular. Dancing was a way of communicating. The boys would teach each other moves, show off a little, and also have fun dancing together. The white boys could only pay attention to the physical contact of males with other males, indicating a lack of masculinity.
The second difference was regarding the way males treated their appearance. By paying attention to clothing and carefully putting yourself together is a large part of relating to the hip-hop identity for African Americans. Pascoe notes it as the “cool pose” – appearance as being included in a cultural group, racial group, and also class status. The white boys (also more generally of a high economic status) are not supposed to care one bit how they look, otherwise they would fall into the fag position. Looking dirty was their choice, and coming from a lower class background is not something you would want to represent and be proud of.
The way the white boys and the African American boys interacted with one another and expressed themselves came from the things they learned growing up, which are largely based on their racial and cultural backgrounds, class status, and the environment they grew up in.
Bumping and Grinding
If you went to a public high school in the United States, you probably went to a school dance at some point in time. There is a lot of hype, perpetuated both by students and faculty at high schools, about dance parties, which C. J. Pascoe’s ethnographic research frames as “rituals” – essentially, events that people use to sanction shared beliefs and values. High school dance events, such as one dance at that Pascoe studied at River High School in California, reflects one major type of ritual.
However, upon talking to faculty members, Pascoe has found that - at dances, at least - their bark is worse than their bite. According to the staff members who supervise the event, only one student has ever been escorted off the premises of River High for dancing too promiscuously. This student "pinned a boy against a wall, backed up into him, and bent all the way over, rubbing her behind into the boy's groin," and after being asked multiple times to stop, she was removed from the dance. The boy she was dancing with, however, was allowed to stay. Despite what adults at River High preach about teen sexuality, they will continually make seemingly benign jokes with kids about their sexual activity with each other. For example, two of the school's vice principals called out to one boy/girl couple, "You two goin' to a hotel or what?" The nature of these jokes may be light-hearted, but they only serve to perpetuate the double standard of perceived sexuality versus actual sexuality.
Ultimately, high school dance events not only reflect but also reinforce gender inequality among teenagers, as well as adult perceptions of teenage sexuality. Both students and faculty are responsible for carrying on these standards.
At the dances themselves, a double standard exists between male and female outfits. High school girls tend to skimp on full skin coverage, where boys wear baggy pants and shirts that reveal much less skin than the girls’ clothing. The popular music played at school dances reinforces this standard: lyrics are about women’s bodies, and students often sing along, especially the girls, who yell out the chorus to Nelly's "Hot In Here": "I am gettin' so hot/I wanna take my clothes off." Supervising faculty members allow very sexual music to play at dances, but when students' actual dancing becomes too sexual, their activity is more heavily monitored. For example, adult supervisors remove chairs from the dance floor to discourage teens grinding or participating in "lap dancing"-type activity. School staff members even threaten to eject students from the event for their inappropriate dancing. Even though the sexual hostility in music is overlooked, actual sexual activity between teens is, presumably, unacceptable. As a result, faculty members are expected to intervene.
However, upon talking to faculty members, Pascoe has found that - at dances, at least - their bark is worse than their bite. According to the staff members who supervise the event, only one student has ever been escorted off the premises of River High for dancing too promiscuously. This student "pinned a boy against a wall, backed up into him, and bent all the way over, rubbing her behind into the boy's groin," and after being asked multiple times to stop, she was removed from the dance. The boy she was dancing with, however, was allowed to stay. Despite what adults at River High preach about teen sexuality, they will continually make seemingly benign jokes with kids about their sexual activity with each other. For example, two of the school's vice principals called out to one boy/girl couple, "You two goin' to a hotel or what?" The nature of these jokes may be light-hearted, but they only serve to perpetuate the double standard of perceived sexuality versus actual sexuality.
Ultimately, high school dance events not only reflect but also reinforce gender inequality among teenagers, as well as adult perceptions of teenage sexuality. Both students and faculty are responsible for carrying on these standards.
A How-To on Achieving Masculinity
This is something you cannot touch, but can see, can’t smell, but can sense. What is this mysterious thing?
It is masculinity. According to Dude You’re a Fag by C.J. Pascoe, masculinity is something an individual does through his or her actions and is not necessarily associated with only men. Instead, masculinity is a form of control and dominance revealed through actions in both men and women, girls and boys.
Pascoe argues that there are two central methods that help to achieve masculinity. One is through “fag discourse” and the other is through sharing wild stories of sex also known as sex talks. But first, what is a “fag?” According to Pascoe, a fag is someone who lacks masculinity and control, is weak and is usually related to boys. In some cases, fag is seen more as a violation to the stereotypical “macho-man” male rather than a homophobic-related term.
Fag discourse, as Pascoe calls it, is similar to playing hot potato, but with words. Essentially, it is verbal flinging of the derogatory term, “fag” at one another in order to dissociate that word from him or herself. The word “fag”, used as a derogatory term to lessen someone’s masculinity, is a fluid identity, and it does not have to be permanent. In most cases, as long as the individual can throw this insult back at another person, then that person is no longer associated with being a fag and is thus made more masculine or be able to retain that masculinity. For example, Pascoe notices this fag discourse occurs in a lot of high school concentrated boy social groups. In an example in her book, there is a group of boys in the auto shop class, a class primarily made up of boys, who regularly call each other fags when another “messes up.” Turning the wrench the wrong way can be labeled as “fag” behavior as one student explains in Pascoe’s book. This is because the boy shows incompetence or a lack of control with oneself, an act that lessens ones’ masculinity. In some instances, this fag name calling game is a way for boys to check themselves, or police other boys into not wanting to become associated with the undesirable label of “fag.” By calling out one as fag, this idea of being a fag is something to stay away from. Therefore individuals will tend to call out others who are producing that behavior in order for them to make sure they will not do it again.
It is masculinity. According to Dude You’re a Fag by C.J. Pascoe, masculinity is something an individual does through his or her actions and is not necessarily associated with only men. Instead, masculinity is a form of control and dominance revealed through actions in both men and women, girls and boys.
Pascoe argues that there are two central methods that help to achieve masculinity. One is through “fag discourse” and the other is through sharing wild stories of sex also known as sex talks. But first, what is a “fag?” According to Pascoe, a fag is someone who lacks masculinity and control, is weak and is usually related to boys. In some cases, fag is seen more as a violation to the stereotypical “macho-man” male rather than a homophobic-related term.
Fag discourse, as Pascoe calls it, is similar to playing hot potato, but with words. Essentially, it is verbal flinging of the derogatory term, “fag” at one another in order to dissociate that word from him or herself. The word “fag”, used as a derogatory term to lessen someone’s masculinity, is a fluid identity, and it does not have to be permanent. In most cases, as long as the individual can throw this insult back at another person, then that person is no longer associated with being a fag and is thus made more masculine or be able to retain that masculinity. For example, Pascoe notices this fag discourse occurs in a lot of high school concentrated boy social groups. In an example in her book, there is a group of boys in the auto shop class, a class primarily made up of boys, who regularly call each other fags when another “messes up.” Turning the wrench the wrong way can be labeled as “fag” behavior as one student explains in Pascoe’s book. This is because the boy shows incompetence or a lack of control with oneself, an act that lessens ones’ masculinity. In some instances, this fag name calling game is a way for boys to check themselves, or police other boys into not wanting to become associated with the undesirable label of “fag.” By calling out one as fag, this idea of being a fag is something to stay away from. Therefore individuals will tend to call out others who are producing that behavior in order for them to make sure they will not do it again.
Pascoe states that the second method to achieve masculinity is through heterosexist discourses. In short, these “sex talks” are discussion based on ways in which another person can dominate or control another sexually. In case of high school boys where it is most prominently exemplified in Pascoe’s work, boys would often share their sexual adventures. Regardless of whether they may or may not be true, these fantasies depict how the boys can control their own bodies, the girls’ bodies, and are able to make them do uncontrollable things. One boy exclaims how he was able to make a girl bleed a ridiculous amount during intercourse, and another describes the time his brother had intercourse with a drunken woman and she passed gas throughout the whole session. These stories help show themselves and other boys their ability to exercise control and dominance, a behavior very much related to masculinity.
Pascoe’s research on achieving masculinity through fag and heterosexist discourses in a high school environment is universal. Next time you are in a high school and see a group of boys, listen closely to their conversation and realize that what they are saying, are indeed used to boost their masculinity levels. You’ll be surprised how vulgar and transparent their behavior is.
Pascoe’s research on achieving masculinity through fag and heterosexist discourses in a high school environment is universal. Next time you are in a high school and see a group of boys, listen closely to their conversation and realize that what they are saying, are indeed used to boost their masculinity levels. You’ll be surprised how vulgar and transparent their behavior is.
Girls can be tomboys but boys can’t be sissies.
Many girls act like boys, it is something that is seen all over not just in one particular high school or in one country. When asked many females will acknowledge that they once were a tomboy. It seems as though it is more common than not for a female to go through this sort of phase. The thing that is thought to be uncommon though is if this lasts for longer than just a phase. “Who was a tomboy as a child? Michael Messner (2004b) noted that women raised their hands more often than men did when he asked, who was a sissy?” (Pascoe pg. 117) this brings up an interesting perspective on male masculinity verses female femininity. This shows that it is more widely accepted for a female to deviate from female tendencies than a man to show a lack of masculinity; it is normal for women and girls to try and be more like a man then for men to try and be more like a woman. This in turn promotes superiority in masculine qualities instead of promoting the true character and allowing those characteristics to be defined as feminine instead of masculine. “Instead of redefining girlhood as tough and powerful, these tomboy stories belittle normative femininity and celebrate masculinity.” (Pascoe) Why is it so frowned upon for boys to play dress up, or play with dolls? Does that infer femininity is inferior to masculinity?
This trend of a double standard can be seen throughout at River High School and all around the country. The idea that women have a different standard than men. At River High School, lesbians were regarded as acceptable. “Guys like it for girls. Guys will see two lesbians and they’ll be like Yeah! Then when guys see two guys they’re like –Uughh!” (Pascoe 119) Where have the lines been created, and who has been given the authority to create these stigmas and standards? These double standards are created and publicized as early as when people begin to figure out who they are. So what if girls want to play football? So what if boys want to play with dolls? So what if a man wants to date another man, or so what if a woman wants to date another woman? The point is the answer should be so what? But for many the answer is that’s wrong.
This trend of a double standard can be seen throughout at River High School and all around the country. The idea that women have a different standard than men. At River High School, lesbians were regarded as acceptable. “Guys like it for girls. Guys will see two lesbians and they’ll be like Yeah! Then when guys see two guys they’re like –Uughh!” (Pascoe 119) Where have the lines been created, and who has been given the authority to create these stigmas and standards? These double standards are created and publicized as early as when people begin to figure out who they are. So what if girls want to play football? So what if boys want to play with dolls? So what if a man wants to date another man, or so what if a woman wants to date another woman? The point is the answer should be so what? But for many the answer is that’s wrong.
Gender Maneuvering: What it is and How it Works
In social institutions—especially high schools—gender roles, i.e. the distinctions between “acceptable” male and female behavior, are clear-cut and well defined. Dress codes, the rules of social events, sports, and other practices differentiate guys and girls. This creates certain student identities within the school, and seems to be the school’s way of telling the students, “Hey, you’re supposed to be heterosexual!”
C.J. Pascoe noted in her book, Dude, You’re a Fag, that the student body at River High (the California high school where she conducted her study) seemed almost obsessed with male masculinity—the idea that guys must be sports-y and tough at all times in order to be considered “truly male.” This meant dressing and behaving a certain way, and failure to do this would result in merciless taunting.
Though this show of masculinity was usually true only for the male population, there were some girls who were also able to portray themselves as masculine while still fitting into the school’s social climate. This was seen in two particular groups: the Basketball Girls, and the Gay/Straight Alliance (GSA) Girls. They managed to accomplish this by engaging in gender maneuvering, which is: “the way groups act to manipulate the relations between masculinity and femininity as others commonly understand them” (Pascoe, 116). In this way, the Basketball Girls and the GSA Girls were able to take the focus of masculinity off the male body and transpose it onto their own, through the way they dressed, acted, and behaved.
Classmates viewed the Basketball Girls as girls who acted like guys: the way they dressed (in a hip-hop style), their athleticism, and their raucous behavior all affirmed this. Most students thought they were fun to be around, if a little loud. The GSA Girls also saw themselves as masculine; though most dressed like “typical girls,” their behavior and the way they spoke about their masculinity set them outside the “norm.” Unlike the Basketball Girls, however, the GSA Girls did not receive the same amount of peer admiration.
Gender maneuvering sets up a paradox between guys and girls; women are allowed to be masculine, while boys who portray themselves as even slightly feminine are likely to be attacked and scorned. Even as children, “tomboy” girls are adorable, while boys who like wearing pink or dressing up as princesses are usually ridiculed. This is no different at River High. The Basketball Girls were loud, rambunctious teens who “acted like guys.” This display of masculinity allowed the girls to adopt a gender role that would have been otherwise inaccessible, and it was only by assuming a typical male outlook on masculinity that they were welcomed into “the brotherhood.” They successfully embodied the idea of gender maneuvering. The GSA Girls, though not traditionally feminine, did not adopt masculinity in the same way the Basketball Girls did; while their peers did not view them as masculine, they saw themselves this way. For boys, gender maneuvering is out of the question, as seen in Ricky’s case. Ricky, who was openly gay, wore long hair extensions, mascara, and sometimes a skirt. His choices resulted in endless taunting and harassment, and eventually he dropped out of school.
This inability for any male to feel comfortable expressing himself in a high school setting embodies the one-way flow of gender maneuvering. Girls can apparently be masculine, but guys cannot be feminine.
C.J. Pascoe noted in her book, Dude, You’re a Fag, that the student body at River High (the California high school where she conducted her study) seemed almost obsessed with male masculinity—the idea that guys must be sports-y and tough at all times in order to be considered “truly male.” This meant dressing and behaving a certain way, and failure to do this would result in merciless taunting.
Though this show of masculinity was usually true only for the male population, there were some girls who were also able to portray themselves as masculine while still fitting into the school’s social climate. This was seen in two particular groups: the Basketball Girls, and the Gay/Straight Alliance (GSA) Girls. They managed to accomplish this by engaging in gender maneuvering, which is: “the way groups act to manipulate the relations between masculinity and femininity as others commonly understand them” (Pascoe, 116). In this way, the Basketball Girls and the GSA Girls were able to take the focus of masculinity off the male body and transpose it onto their own, through the way they dressed, acted, and behaved.
Classmates viewed the Basketball Girls as girls who acted like guys: the way they dressed (in a hip-hop style), their athleticism, and their raucous behavior all affirmed this. Most students thought they were fun to be around, if a little loud. The GSA Girls also saw themselves as masculine; though most dressed like “typical girls,” their behavior and the way they spoke about their masculinity set them outside the “norm.” Unlike the Basketball Girls, however, the GSA Girls did not receive the same amount of peer admiration.
Gender maneuvering sets up a paradox between guys and girls; women are allowed to be masculine, while boys who portray themselves as even slightly feminine are likely to be attacked and scorned. Even as children, “tomboy” girls are adorable, while boys who like wearing pink or dressing up as princesses are usually ridiculed. This is no different at River High. The Basketball Girls were loud, rambunctious teens who “acted like guys.” This display of masculinity allowed the girls to adopt a gender role that would have been otherwise inaccessible, and it was only by assuming a typical male outlook on masculinity that they were welcomed into “the brotherhood.” They successfully embodied the idea of gender maneuvering. The GSA Girls, though not traditionally feminine, did not adopt masculinity in the same way the Basketball Girls did; while their peers did not view them as masculine, they saw themselves this way. For boys, gender maneuvering is out of the question, as seen in Ricky’s case. Ricky, who was openly gay, wore long hair extensions, mascara, and sometimes a skirt. His choices resulted in endless taunting and harassment, and eventually he dropped out of school.
This inability for any male to feel comfortable expressing himself in a high school setting embodies the one-way flow of gender maneuvering. Girls can apparently be masculine, but guys cannot be feminine.
Who’s the Faggot?
Faggot. Who is it? You are, if you are a high school male. Stepping into the halls of any high school in America, you can hear this term flying around out of people’s mouths. In the lunch room, locker room, parking lot and yes, even in class rooms. C.J. Pascoe did just this study and found that the fag is everywhere.
What is a fag? Generally, people think of fag in relation to sexual preference, or in other words, gay. Sexual preference actually has nothing to do with the use of fag. Completely heterosexual boys are labeled with fag. Fag is not living up to the standard of masculinity. “Fag” is a weakness in masculinity. Teenage boys’ lives are filled with being masculine from ultra-masculine sports such as football to objectification of women’s bodies. At any time the word fag can descend upon them. This reminder to be masculine happens for many reasons.
Pascoe found that faggot covers a wide range of actions. For example, at lunch if the lunchmeat falls out of the sandwich, he’s a fag. Or if boys’ bodies get too close, they’re fags. Or if the boys care too much about how they look, fag. Clothing especially distinguishes a faggot. Boys will purposely look dirty as to be masculine. To purposely not look clean is to be masculine but to care if you look good is to be a fag. For example, in auto shop class (an area dominated by all men) the boys work with dirty and greasy materials. By the end of the class period, their white t-shirts and jeans are all dirty, covered in grease. An area is provided to change into clean clothes, but instead these boys decide to stay dirty to physically demonstrate they don’t care what they look like and therefore are not a faggot.
Faggots extend beyond physical appearance though. A huge area of the fag is performances. This is best seen in dancing. A boy who dances and does so well or in all serious is labeled a fag. Boys also cannot have too close physical contact or they are deemed weak.
All of these examples are of faggots in a high school. But only for a white boy. Fag is actually a racialized disciplinary mechanism. The ways in which a white boy can be a faggot is completely different from how an African American boy can act. Fag is consistently a white term. The way white boys’ used “fag”, blacks used “white”. For instance, the African Americans at the high school Pascoe studied where admired for their style. It was cool to look good. An especially strong symbol of masculinity is the white sneakers. Even the slightest scuff on the shoes would make the boy weak, not a fag. Similarly, black teen boys are admired for their dance skills while the white boy is a faggot.
Pascoe found that faggot covers a wide range of actions. For example, at lunch if the lunchmeat falls out of the sandwich, he’s a fag. Or if boys’ bodies get too close, they’re fags. Or if the boys care too much about how they look, fag. Clothing especially distinguishes a faggot. Boys will purposely look dirty as to be masculine. To purposely not look clean is to be masculine but to care if you look good is to be a fag. For example, in auto shop class (an area dominated by all men) the boys work with dirty and greasy materials. By the end of the class period, their white t-shirts and jeans are all dirty, covered in grease. An area is provided to change into clean clothes, but instead these boys decide to stay dirty to physically demonstrate they don’t care what they look like and therefore are not a faggot.
Faggots extend beyond physical appearance though. A huge area of the fag is performances. This is best seen in dancing. A boy who dances and does so well or in all serious is labeled a fag. Boys also cannot have too close physical contact or they are deemed weak.
All of these examples are of faggots in a high school. But only for a white boy. Fag is actually a racialized disciplinary mechanism. The ways in which a white boy can be a faggot is completely different from how an African American boy can act. Fag is consistently a white term. The way white boys’ used “fag”, blacks used “white”. For instance, the African Americans at the high school Pascoe studied where admired for their style. It was cool to look good. An especially strong symbol of masculinity is the white sneakers. Even the slightest scuff on the shoes would make the boy weak, not a fag. Similarly, black teen boys are admired for their dance skills while the white boy is a faggot.
So, the fag is only the white weak boys. Fag does not carry across the race line and does not carry the same disciplinary actions for different races. A boy must learn to become a man and this begins when they are young and is strongly disciplined in high school. The “man” must be strong and masculine, but that masculinity is different for different races. Faggot does not carry across race boundaries.
It’s one lazy weekday afternoon and you’re stuck at home just lying around. Since you’re doing nothing you turn on the T.V. and flip through some channels. Re-runs, re-runs, re-runs, re-runs, oh wait could it be? Is that Ellen? Yes it is! It’s Ellen DeGeneres with her own talk show on national television. Everybody knows Ellen! She’s funny, witty, charming, and gay. Yes, Ellen is arguably the most powerful lesbian woman in America, possibly the world. And who could argue her popularity? Ellen is Ellen. But somewhere in the back of your mind you wonder where are the gay men? Where are the gay men with their own nationally celebrated television talk show?
http://americansfortruth.com/uploads/2009/12/ellen-degeneres.jpg
The fact of the matter is there are none. Let’s be honest here, the truth is there is a double standard in homosexuality that C.J. Pascoe addresses in her book Dude You’re a Fag. Spending eighteen months of fieldwork, Pascoe wrote Dude You’re a Fag as a case study about masculinity, gender, and sexuality in high school. One of the interesting topics she touches upon in her book is how it is more socially acceptable for females to be homosexual than males. A girl often looks back at her “tomboy” childhood with a certain fondness, while a boy may wish to hide the fact that he loved playing with dolls, and doing his hair. A girl may be viewed as powerful and attractive for her masculine qualities while a boy would be labeled a fag for displaying feminine characteristics. While not encouraged it is often more celebrated when a high school girl embodies masculine qualities, as if she is declaring a sort of liberation from social norms. But should an adolescent teen wish to abandon his masculinity, he would be ostracized and ridiculed. This is what Pascoe suggests is a subconscious glorification of masculinity. It’s as if being masculine is best so it’s understandable why girls would wish to follow suit.
Masculinity is no longer tied down by sex or gender, but is embodied in many different ways. Female masculinity might sound contradictory but it exists. In schools, the work place, on television, and just about everywhere else. “Girls who act like boys” are here to stay. Yet boys who act like girls are still marginalized and left to bite the dust. Why can’t boys act like girls and still be considered men? Doesn’t this in fact reveal how deep rooted feminine oppression is in the mind? To be masculine is good and to be feminine is bad. Let’s hope that one day these views will change. Yes, girls who act like boys are here to stay, and someday boys who act like girls will too.
http://americansfortruth.com/uploads/2009/12/ellen-degeneres.jpgThe fact of the matter is there are none. Let’s be honest here, the truth is there is a double standard in homosexuality that C.J. Pascoe addresses in her book Dude You’re a Fag. Spending eighteen months of fieldwork, Pascoe wrote Dude You’re a Fag as a case study about masculinity, gender, and sexuality in high school. One of the interesting topics she touches upon in her book is how it is more socially acceptable for females to be homosexual than males. A girl often looks back at her “tomboy” childhood with a certain fondness, while a boy may wish to hide the fact that he loved playing with dolls, and doing his hair. A girl may be viewed as powerful and attractive for her masculine qualities while a boy would be labeled a fag for displaying feminine characteristics. While not encouraged it is often more celebrated when a high school girl embodies masculine qualities, as if she is declaring a sort of liberation from social norms. But should an adolescent teen wish to abandon his masculinity, he would be ostracized and ridiculed. This is what Pascoe suggests is a subconscious glorification of masculinity. It’s as if being masculine is best so it’s understandable why girls would wish to follow suit.
Masculinity is no longer tied down by sex or gender, but is embodied in many different ways. Female masculinity might sound contradictory but it exists. In schools, the work place, on television, and just about everywhere else. “Girls who act like boys” are here to stay. Yet boys who act like girls are still marginalized and left to bite the dust. Why can’t boys act like girls and still be considered men? Doesn’t this in fact reveal how deep rooted feminine oppression is in the mind? To be masculine is good and to be feminine is bad. Let’s hope that one day these views will change. Yes, girls who act like boys are here to stay, and someday boys who act like girls will too.
Masculinity: it’s not just for boys
Teenage masculinity: The phrase conjures up images of adolescents who spend lots of time chasing after girls, playing sports, being loud and unruly, constant teasing, fighting, and other obnoxious behavior. While this may be an accurate description of adolescent masculinity, what’s missing from most mental pictures is the fact that some of these teens are girls.
In C.J. Pascoe’s study on adolescent masculinity and sexuality (Dude, You’re a Fag, 2007) she analyzes masculine behavior in teenage girls. Focusing on the female students that were described by themselves and others as “like boys”, Pascoe observed their behavior and finds that these girls have adopted dress, mannerisms, and other social behaviors that are traditionally seen as masculine. Within these girls the motivation for adopting masculinity seems to be differently motivated: one group seems to do it politically, the other socially.
The political minded group makes their masculine adoption choices aware that they are challenging ideals of how boys and girls are supposed to behave, as a way to examine the expectations of masculinity as a boy only choice. The other group instead adopts many markers of masculinity: dress, mannerisms, speech, activities. While this group is not consciously seeking to make a statement, their behavior does have a side effect: this group has considerable social power in the school.
Both groups served the same function in the end- they challenge the idea that masculinity is a boys only event.
In C.J. Pascoe’s study on adolescent masculinity and sexuality (Dude, You’re a Fag, 2007) she analyzes masculine behavior in teenage girls. Focusing on the female students that were described by themselves and others as “like boys”, Pascoe observed their behavior and finds that these girls have adopted dress, mannerisms, and other social behaviors that are traditionally seen as masculine. Within these girls the motivation for adopting masculinity seems to be differently motivated: one group seems to do it politically, the other socially.
The political minded group makes their masculine adoption choices aware that they are challenging ideals of how boys and girls are supposed to behave, as a way to examine the expectations of masculinity as a boy only choice. The other group instead adopts many markers of masculinity: dress, mannerisms, speech, activities. While this group is not consciously seeking to make a statement, their behavior does have a side effect: this group has considerable social power in the school.
Both groups served the same function in the end- they challenge the idea that masculinity is a boys only event.
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