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Masculinity and violence at an urban high school
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Sung, Jean YeoJin. Masculinity and violence at an urban high school. Retrieved from https://doi.org/doi:10.7282/t3-k5r0-j563

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TitleMasculinity and violence at an urban high school
NameSung, Jean YeoJin (author); Lew, Jamie (chair); Abu El-Haj, Thea (member); Miller, Jody (member); Bartkowski, Frances (member); Rutgers University; Graduate School - Newark
Date Created2022
Other Date2021-01 (degree)
SubjectEducation, Sociology, Education, Gender, High school, Masculinity, Urban studies, Violence
Extent413 pages : illustrations
DescriptionBeginning with the often taken-for-granted relationship between masculinity and violence, this study looked to expand upon previous research on gender and violence through an examination of the processes by which young people constructed, produced, and resisted both masculinity and violence. Utilizing observation, semi-structured interviews, and focus groups at a high school in the Bronx, New York, this study sought to explore the processes by which students constructed gender norms; how they enacted or undermined these norms in their day-to-day lives inside an urban high school; and how these norms reflected these students’ relationships with violence. Analysis centered on the ideological processes that shaped how students defined masculinity; how masculinity was utilized within a population of young people; and the relationship between symbolic violence and the structural forces of power that shaped the socioecology of students’ lives. Findings suggest that the processes of gender construction materialized under the structural forces at the intersections of race, class, community, and home for these students. The breadth of these young people’s experiences with violence traversed the symbolic, structural, and practical – from their experiences with racism and poverty to the physical and verbal violence of fighting and abusive language. As such, the practice and impact of violence revealed student perceptions that masculinity operated as a practical mechanism to obtain power. Students’ actions and language use reflected how demonstrations of masculinity were framed as behaviors enacted by the powerful. Students recognized masculinity and masculine behaviors as representative of those enacted by those in power. Power, in turn, operated as a reflexive signifier of belonging. Students understood enactments of power would allow them to take control of and belong to the spaces they occupied – both physically and metaphorically.
NotePh.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-k5r0-j563
LanguageEnglish
CollectionGraduate School - Newark Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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