Master of Arts / Department of Sociology, Anthropology, and Social Work / Nadia Shapkina / This study examines male-based sexual violence prevention programs on college campuses. In an effort to combat the widespread problem of sexual violence against college women, universities have implemented sexual assault prevention programs. While past programs have focused on risk-reduction strategies that target women, new programs are beginning to focus on approaching men to challenge hegemonic masculinity and gender social norms that are conducive to sexual violence. Thus far, the methods of these programs have not been studied in detail. This study uses interviews, observation, and document analysis to analyze the methods and messages of male-based sexual violence prevention programs at six universities in the United States. The research describes and analyzes the origins, goals, structures, strategies, success, and challenges of these programs. Their strengths and limitations are discussed, and suggestions and considerations for the programs are provided. As male-based violence prevention programs become more popular on college campuses, this research offers a deeper understanding of these programs that may inform and improve the effort to combat violence against college women.

The thesis focuses on analyzing and discussing Hunanese audience members’ receptions of three of his films – Rocky IV (1985), Cliffhanger (1993) and The Expendables (2010) to reveal the audiences’ motivations of admiring him and his movies. The analysis is based on Hunanese male characteristics because Hunanese culture is a male centric culture. In the Rocky IV film, Hunanese fans like his manhood, nature of soldier, and determination. In the response to Cliffhanger, some audience members appreciate his manhood, family value. Some members think his character is a coward, some of them even support the bad guys. In the audience’s reception of The Expendables, audiences have different opinions for different action actors. For example, Barney Ross (Stallone) was perceived as an extraordinary military leader. The thesis is divided into six chapters, and conducted upon Stuart Hall’s Encoding & Decoding theory.

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Thesis advisor: Lillie R. Albert / The purpose of this study was to identify and analyze the constructions of Black American masculinity in four commonly taught texts in the high school English curriculum: The Adventures of Huckleberry Finn (Twain, 1884), Their Eyes Were Watching God (Hurston, 1937), A Raisin in the Sun (Hansberry, 1959), and To Kill a Mockingbird (Lee, 1960). For this qualitative study design, critical content analysis, a theoretical approach that brings a critical lens to an analysis of a text or group of texts to explore the potential underlying messages within those texts, was deemed most useful. A modified version of Curry’s (2017) Black masculinity theory was applied to deconstruct representations of Black American masculinity and to examine whether such images are stereotypical to the extent that they reflect, destabilize, and reinforce gender-biased and racist depictions of Black American males. Employing Black masculinity theory emphasized the complexity of the Black male characters and sought to understand the marginalization of Black males as a function of their race and sex. Utilizing critical content analysis and Black masculinity theory to analyze the constructions of Black American masculinity in commonly taught texts revealed major and minor generative themes. A significant finding of this study was that several of the Black American male characters were flat figures and were not portrayed as complex, self-reflective beings. Rather, the characters under examination were constructed to fulfill the expectations and fears of those around them. In general, all of the males under examination were portrayed to reflect the deleterious global images of the Black American male. A second important finding was that for many of the Black male characters, their maleness exacerbated and nuanced the racism they faced. A valuable conclusion in light of these findings indicated that the portrayals of the Black American male characters are negatively stereotyped based on their gender and race. The findings of this study have a number of important implications for future practice. One implication is that being aware of the negative portrayals of Black American males in texts may assist practitioners and other stakeholders to diversify the types of texts taught by scrutinizing the characters portrayed in texts and to facilitate robust, complex in-class discussions about racially minoritized characters, especially Black American males. Another implication of this work is that it is important that educators engage students in discussions in which racist and gender-biased stereotypes of Black American male characters' masculinity are not sustained. A final implication of this study is that secondary school English teachers must begin to apply theories of masculinity to the study of texts. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

A dissertation submitted in partial fulfilment of requirements for the degree of Master of Arts at the University of Witwatersrand Johannesburg 2015 / Historically, rugby was regarded as a white sport, but things changed post 1994. This study explores how black male university rugby players negotiate their masculine and racial identities in playing a sport that is historically white. Seven rugby players were recruited within the university rugby team for individual interviews which lasted for an hour and more. The individual interviews, with the permission of the interviewees, were recorded and transcribed verbatim. The interviews were analyzed using Interpretative Phenomenological Analysis (IPA) as a way of discovering and making meaning from the key themes that emerged in the data. The themes that emerged included: The pain associated with playing rugby; access to privilege in playing a sport historically associated with white people; navigating the identity of being black and man; references to soccer; aggression and expression of emotion associated with rugby; and transformation (racial integration). Social identity theory was employed in interpreting the themes that emerged in the study. In conclusion, it appears that rugby has had an influence on both the racial and masculine aspects of these black players’ sense of identity. It could be concluded that rugby does subscribe to the social gender roles of men, as the participants seemed to characterize some of the significant characteristics of masculinity. Based on the use of social identity theory, the participants had a desire to show the in-group (rugby players) in a positive light; this could be interpreted as their being protective of the group they belong to.

This study was directed at exploring the personal constructions of young males who had self selected as peer counselors, of what it means to be a man in South Africa at this time in history. One of the goals identified was to highlight and examine both hegemonic and alternative versions of masculinity and, in particular, to examine how young men position themselves in relation to these constructions. In order to investigate the research question, ten adolescents/young men participated in focus group discussions on the topic of masculinity. The participants included 8 school boys, 5 white and 3 black, attending a private, all boys school, as well as 2 black university students. All participants had self selected as peer counselors. The study is located in the qualitative research tradition which allows for depth of description and interpretation. The three focus group discussions held (two at the boys school with 4 participants in each, and one at the university) were recorded and transcribed verbatim. These transcripts were then subject to a critical thematic content analysis. The main themes were identified and the four themes which emerged as dominant in the conversation and occurred most regularly across all three groups are analyzed and discussed. These themes are emotional stoicism, normative heterosexuality, gendered division of labour and displayed toughness. Under each theme material supporting hegemonic constructions of masculinity and material supporting alternative constructions of masculinity is discussed as a separate sub-theme. The impact of the role as peer counselor on participants’ constructions of masculinity is also discussed. A brief meta-theoretical discourse analytic commentary is also provided, addressing for example, strategies employed by participants to maintain their sense of masculinity in the discussions. This study highlights the fluidity and plurality of masculinity as well as the struggle of adolescent boys and young men as they engage with where and how to position themselves as masculine. A main finding or observation is that some degree of alternative masculinity will be countenanced provided there is evidence of an acceptable baseline of hegemonic or traditional masculinity in a boy or man.

This thesis examines the meanings, constructions, and performances of masculinity in the long eighteenth century, c.1700-1820, within familial relationships. Rather than reading the codes of masculinity out of representational sources, the thesis engages with men's lived experiences as depicted in ego-documents, such as letters, diaries, memoirs and autobiographies, in which contemporaries reflected on and made sense of their actions and behaviours. Thus, the work is in essence – what I coin – a cultural history of lived experiences. Rather than analysing men's activities in the public sphere or taking for granted their patriarchal omnipotence in the house, this thesis puts men back into the fundamental unit of human interpersonal relationships: the family ties, which has received less attention by scholars of men's history. Inspired by R. W. Connell's concept of masculinity, the thesis analyses men's lives through three connected themes: gender hierarchy, practices of gendered roles and obligations, and the impact of these practices on family relationships and individuals' characters and personalities. It explores five key male roles and familial identities: suitor, husband, father, son, and brother. It asks, firstly, how masculinity was fashioned within familial contexts; secondly, what the prevailing concepts of manhood were when men's identities changed according to their different familial stations; thirdly, how men performed their gendered roles to their family members to express, negotiate, and gain social recognition of their gender identities. The thesis argues that the family was a crucial locus in which masculinity was engendered, fashioned and performed. It therefore contributes to men's history in general by demonstrating how family ties could shape and fashion male gendered identities through the practices of family duties. Familial relationships did play vital roles helping men to construct and perform masculinity, no less than in public domains or in the possession of a household.

Background and Aims: In view of limitations in existing models, a study was devised to examine the impact of childhood sexual abuse (CSA) on masculine gender identity in relation to other background factors. Design and Participants: A mixed design incorporated qualitative and quantitative components. A theoretical sample of ten abused men was interviewed, five of whom identified as heterosexual and five as homosexual. Measures: Interview transcripts were subjected to Interpretative Phenomenological Analysis (Smith 1996) and a thematic coding frame developed. Modified Repertory Grids (Kelly 1955) were administered to examine participants' conceptualisation of gender categories and to elucidate patterns of identification between participants, abusers, and other key figures. A further selection of transcript data was micro-coded in order to map gender associations of specific participant responses. Results: Findings indicated that, while CSA did compromise identifications with 'masculine' values of power, agency and control, participants also reported conflicts over their reduced capacity for identification with positive 'feminine' characteristics. These included emotional expression and other interpersonal competencies. Contrary to the Masculinity Model of Adjustment (Antill and Cunningham 1980), many participants expressed ambivalence towards conventional gender roles, and had experienced attempts to conform to them as ego-dystonic. The results provided some evidence consistent with theories of Gender Shame (Mendel 1992), and supported the view that an adequate conceptualisation of the effects of CSA upon gender should incorporate interactions between abuse and other aspects of the individual's developmental and social context. Clinical Implications: The study supported the view that the framework of conventional gender and sexual categories may be of limited relevance in work with sexually abused men. It endorsed the need for clinicians to set aside some existing assumptions in the literature, and develop more sophisticated models of gender more congruent with survivors' perceptions regarding the impact of CSA upon gender and sexuality.

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Abstract not available