Exploring masculinities: Gender enactments in preparatory high schools.
Item
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Title
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Exploring masculinities: Gender enactments in preparatory high schools.
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Identifier
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AAI9630434
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identifier
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9630434
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Creator
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Addelston, Judi.
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Contributor
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Adviser: Michelle Fine
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Date
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1996
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Social | Education, Sociology of | Women's Studies | Psychology, Developmental | Education, Secondary
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Abstract
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This project was designed to investigate the effects of elite, independent single sex and co-ed preparatory education on boys' and mens' masculine identity, their attitudes about the outgroups of women and gay men, their cognitive world view, and their school loyalty. Equal status contact theory, which has previously been applied to explore racial integration and segregation, is applied here to gender. Issues of class are also important in investigating masculinities. This study finds that the development of elite masculinity may be facilitated by school loyalty and an adherence to the "hidden curriculum" within each school. Results indicate that men who attend a co-ed school are more constructionist in their thinking and have more egalitarian attitudes towards women and homosexuals. Correlational analyses reveal that the members of each institution show different clusters of attitudes. This study supports the premise of equal status contact theory--that the more contact two conflicting groups have, that is of an equal nature, the less likely they are to be antagonistic to each other--and finds that boys and men who attend a co-ed school express more egalitarian attitudes towards women than men from a single sex institution. The effects of equal status contact between girls and boys in high school appears to influence boys' and mens' cognition, affect, and attitudes.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
