Academic sociology identifies a dominant form of masculinity said to be the measure by which all men are judged. Called hegemonic or patriachal masculinity, it is seen as a form of masculinity with personal and social dimensions. In similar fashion, popular writings identify the traditional male heroic image as the cultural model of masculinity. This study explores the impact of such a dominant model of masculinity as factors in how boys and young males learn to be a man. The research looks at the lives of 13 males aged in their early 20s and around 40 years of age, utilising life-course theory and a social-psychological perspective. It compares and contrasts the experiences and perceptions of these young and mid-life males, with regard to the dominant social model of masculinity. The study seeks to assess the significance of the dominant cultural model of masculinity, as a model for what it means to be a man, for males at different stages of their life course. The dominant model of masculinity appears as a rather one dimensional model, a mainly tough, brave and physical image. During adolescence popular culture was the major influence upon their ideas and perceptions of masculinity. This influence came via their interest and participation in sport, the masculine cultural ideal enforced by their peers, and popular media images. the traditional model of masculinity can be seen to be a heroic form of masculinity with emphasis upon power, competition, success and glory. Traditional or patriarchal masculinity, called more simply heroic masculinity, emerges as a potent influence for both the young and mid-life males in terms of values, behaviours and practice. Traditional masculinity emerges as an influence they barely recognise; and possibly a factor in the limited emotional repertoire and guardedness that mid-life males exhibit. / Doctor of Philosophy (PhD)
| Identifer | oai:union.ndltd.org:ADTP/236816 |
| Date | January 2001 |
| Creators | Crawford, David, University of Western Sydney, College of Arts, Education and Social Sciences, School of Teaching and Educational Studies |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Source | THESIS_CAESS_TES_Crawford_D.xml |
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