By Mike O'Donnell
During this period of speedy and unsettling swap, boys now greater than ever face problems in setting up their self-image and standing. during this unique and tough examine Mike O'Donnell and Sue Sharpe discover how teenage boys from white, African-Caribbean and Asian backgrounds negotiate modern uncertainties to build their gender identities.Drawing theoretical insights approximately how type, race and ethnicity seriously impact the formula of masculinities all through, the authors examine:* the discrepancies among girls and boys' attitudes and expectancies* the cut up among boys' formal popularity of politically right rules and their casual behaviour among the peer workforce* boys' spare time activities together with involvement in unlawful actions and their selective id with international adolescence culture.Uncertain Masculinities is an engaging account of the complexity of up to date boys' identities and may be of use to scholars of the sociology of youngster and of gender reports.
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Extra resources for Uncertain Masculinities: Youth, Ethnicity and Class in Contemporary Britain
However, while the boys extended a rough equality of respect to teachers of both sexes, some also perceived a gendered difference of behaviour between them in the classroom (see page 26). Our interviews with the boys showed that many of them considered that classroom relations were partly shaped by gender. However, although references were made to ‘classroom troublemakers’, the boys’ comments did not confirm that anti-school sub-cultures of boys occurred to the extent found in schools in predominantly working-class areas by some earlier researchers (Hargreaves, 1967; Ball, 1981).
However, patriarchy does not advantage all of them equally and some it does not advantage at all. Class, ethnic and even gender factors worked variously to the disadvantage of many boys in our survey, to the extent that Connell’s suggested ‘patriarchal dividend’—whereby all males gain some advantage however small— scarcely seemed to come into play at all. At worst, a minority of boys struggled at school and returned to unwelcoming, empty homes in which occasionally ‘mum’ might not even live, let alone wash their clothes.
This is rather obviously explained by the fact of the large majority of Asian pupils. This was the perception of one student, Gary: Interviewer: Gary: Int: Gary: Have you experienced any racism in school? Do you notice any? Not really. In this school there isn’t much racism… You don’t think Asian guys get more aggro than most? Not in our school. Maybe somewhere where there are more blacks, they might get more. I don’t know. However, Gary’s observations do not lead to the conclusion that there was no group tension and conflict in the school.