The fourth action research team focused its work on the research question, How can texts be used to extend boys' understanding of masculinities?
The 2008–09 Action Research team members offer deep insights into the challenges that face boys on their journey into manhood and illustrate the great opportunities that boys’ schools have to assist them in coming to grips with complex and sensitive constructs such as masculinity. The findings also highlight the vital role that boys’ schools can play in providing safe environments in which boys’ voices are recognized and respected. Research also supports the special role that digital technologies can play in the engagement and motivation of boys in their learning.
The findings also highlight the vital role that boys’ schools can play in providing safe environments in which boys’ voices are recognized and respected. As one boy wrote: “Masculinity is not about the occupation someone has or the hobbies they participate in. Masculinity is about the hard decisions one has to make and whether or not they believe what they chose was right.”
Team members reported at the 16th IBSC Annual Conference in Hawke's Bay, New Zealand, July, 2009.
Read Journeys into Masculinity
Reports ordered alphabetically by title. Click/tap on report titles to read full report posting.
How can boys’ understanding of masculinity and manhood be enhanced and broadened through literature in the language arts curriculum? The goal of our study was to broaden the boys’ definition of masculinity; however, our age, our background and our gender made this a challenging task.
Fourth grade boys think similarly in regards to their definitions and interpretations of manhood and masculinity as it is presented in literature. Overwhelmingly participants in this study identified bravery, intellect, responsibility, perseverance/determination, and kindness as the leading attributes which define masculinity and manhood.
How can boys’ understanding of masculinity and manhood be enhanced and broadened through literature in the language arts curriculum?
How can boys’ understanding of masculinities be broadened and enhanced through literature in the English curriculum?
How can boys’ understanding of masculinity and manhood be enhanced and broadened through literature in the language arts curriculum?
How can texts be used to extend boys’ understanding of masculinities?” Over the course of the project, the boys' subtle shift toward intangible, human traits indicated... that the boys could move beyond a superficial understanding of masculinity.
How can boys’ understanding of masculinity and manhood be enhanced and broadened through literature in the language arts curriculum?
The purpose of my research was to see whether my students’ conceptions of “manhood” could be broadened through a study of literature, in this case Lord of the Flies by William Golding. I wanted to see whether by the end of the study each believed that there were “many ways to be a boy” and, ultimately, a man.
How can boys’ understanding of masculinity and manhood be enhanced and broadened through literature in the language arts curriculum?
Real men don't rape. Working from this statement, my research explored two further questions: Can literature have any impact in changing boys’ attitudes towards rape? If so, what types of literature are most effective in achieving a change in attitude?