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Boys' Practice of Intra-Gender Policing St. John Fisher College Fisher Digital Publications Education Doctoral Ralph C. Wilson, Jr. School of Education 12-2015 “Sometimes the jocks are the nerds…if that makes sense”: Boys’ Practice of Intra-gender Policing in a High School Where Staff Suggest Inclusivity Kelly Clark St. John Fisher College, [email protected] Follow this and additional works at: https://fisherpub.sjfc.edu/education_etd Part of the Education Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Clark, Kelly, "“Sometimes the jocks are the nerds…if that makes sense”: Boys’ Practice of Intra-gender Policing in a High School Where Staff Suggest Inclusivity" (2015). Education Doctoral. Paper 249. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at https://fisherpub.sjfc.edu/education_etd/249 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. “Sometimes the jocks are the nerds…if that makes sense”: Boys’ Practice of Intra- gender Policing in a High School Where Staff Suggest Inclusivity Abstract Orthodox masculinity is defined yb compulsory heterosexuality, homophobia, and anti-femininity. The literature suggests there is intense peer pressure for boys to conform to orthodox masculinity during adolescence. Boy’s use of intra-gender policing behaviors—joking, teasing, bullying and violence—is meant to force or reinforce strict orthodox masculine performance. Intra-gender policing often leads to shame and humiliation for many boys. Inclusive masculinity theory (Anderson 2009) suggests however, that boys’ culture is changing. The literature documents the existence of inclusive school-based peer cultures where boys are not homophobic, embrace the feminine, and eschew violence. Using inclusive masculinity as the theoretical framework, this study posed two questions: (a) What is the practice of intra- gender policing in a high school where staff have suggested inclusivity? and (b) What is the evidence of inclusivity in this setting? Data was collected using 45-minute semi-structured interviews of eight boys in their junior or senior year at Suburban High. Findings suggest the presence of boys who perform inclusive masculinities that include embrace of the once feminized (for example, participating in musical theater) and the intellectual acceptance of gay male peers. Intragender policing behaviors seem confined ot subgroups who perform orthodox masculinities and include “play fighting” and homophobic discourse. An additional finding of adult gender policing is discussed. These findings seemo t offer documentation of the second stage of inclusive masculinity theory described by Anderson (2009) as a time when in which two dominant but not dominating masculinities, orthodox masculinity and inclusive masculinity, will co-exist. Implications for execlead include support of student Gay Straight Alliance (GSA) clubs and the elimination of cultural barriers to hiring openly gay teachers. Additional implications for education, professional practice, theory, and future research are presented. Document Type Dissertation Degree Name Doctor of Education (EdD) Department Executive Leadership First Supervisor Dianne Cooney Miner Second Supervisor James Colt Subject Categories Education This dissertation is available at Fisher Digital Publications: https://fisherpub.sjfc.edu/education_etd/249 “Sometimes the jocks are the nerds…if that makes sense”: Boys’ Practice of Intra-gender Policing in a High School Where Staff Suggest Inclusivity By Kelly Clark Submitted in partial fulfillment of the requirements for the degree Ed.D. in Executive Leadership Supervised by Dr. Dianne Cooney Miner Committee Member Dr. James Colt Ralph C. Wilson, Jr. School of Education St. John Fisher College December 2015 Copyright by Kelly Clark 2015 Dedication As I look back over my life, And I think things over I can truly say that I've been blessed, I've got a testimony! -Reverend Clay Evans Recognizing that I didn’t have to live to see this day, I give thanks to God for allowing me to be a blessing to others. This work is dedicated to four boys whose lives have been irrevocably changed because of strict adherence to societal gender norms and violent intra-gender policing. As you read this, I ask that you speak their names out loud – Baby Roy Jones, age 17-months; Carl Walker Hoover, age 11; Larry King, age 15; and Brandon McInerney, age 14. If this work will save the life of even one boy, it will have been worth the time, the energy, the struggle. I cannot express in words the thank you that lives in my heart for my number one fan, ever optimistic cheerleader, and shoulder to cry on—my life partner Paulette Hall. It goes without saying that I could not have done this without you! Thank you for allowing me to borrow your wife for just a little while, you may now have her back! To my daughter Eryn, thank you for cheering me on even though you could not possibly imagine why anyone would willing embark on such a journey. Your late night pep talks and Steven Universe got me through more rough patches than you know. Thank you for all of the sacrifices you endured. My mission now is to show you they were not for naught. To my son Mikal and daughter Cela, thank you for your support. I hope I have been an example to you of the never ending possibilities to grow and reinvent yourself. It is iii never too late! To my mom Elaine Blyden, thank you for your tenacity, optimism, and social justice spirit. It is because of you that I am, in more ways than one! Thanks to my dad Bob, my brother Malik, and other family members for believing in me. Special shout out to my cousins Jaye and Langston – I couldn’t let the youngins have all the fun! To my friend Scott Fearing – a special thank you! You came along at just the right time to confirm a choice I had already made. You were just the right teacher/mentor. Your belief in me helped carry me down this road. We made it through some tough times but I wouldn’t trade moment! I look forward to the next chapter in our friendship. To my dissertation committee, Dr. Dianne Cooney Miner and Dr. James Colt, thank you for your guidance. I am forever appreciative of the wide birth you gave me to do my thing and the gentle pushes in the right direction. A very special thank you to inclusive masculinity theorist Dr. Eric Anderson who served as a reader for my dissertation proposal. Your support and insight was invaluable to my process. To Dr. Stephanie Townsend thank you for your patience and coaching. You have a gift for deflating the monster and making research simple and straight forward. To the professors, guest professors, and St. John Fisher College staff who support the DEXL program, a big thank you! You change lives and help dreams come true. What a special calling you all have and you do it with humility and grace! A special thank you to Betsy Christiansen for the laughter and friendship. You made DEXL a true home. Lastly, I would like to thank my advisor, Dr. Jeannine Dingus-Eason for the gentle pushes and prompt answers to frantic text messages! I am forever grateful for your encouragement and support. iv Biographical Sketch Kelly Clark is the former Director of Community Safety Programs at the Gay Alliance in Rochester, NY. There she worked directly with LGBTQ victims of violence and discrimination. She has over 25 years of experience in social justice and cultural competency work. Ms. Clark attended the University of Rochester in Rochester, New York from 1981 to 1986 where she was enrolled in a 3-2 Program with the University’s Warner School of Education. She graduated in 1985 with a Bachelor of Arts degree in Psychology and again in 1986 with a Master of Arts degree in Counseling and Human Development. She came to St. John Fisher College in the spring of 2013 and began doctoral studies in the Ed.D. Program in Executive Leadership. Ms. Clark pursued her research on Boys’ Practice of Intra-gender Policing in a High School Where Staff Suggest Inclusivity under the direction of Dr. Dianne Cooney Miner and Dr. James Colt and received the Ed.D. degree in 2015. v Abstract Orthodox masculinity is defined by compulsory heterosexuality, homophobia, and anti-femininity. The literature suggests there is intense peer pressure for boys to conform to orthodox masculinity during adolescence. Boy’s use of intra-gender policing behaviors—joking, teasing, bullying and violence—is meant to force or reinforce strict orthodox masculine performance. Intra-gender policing often leads to shame and humiliation for many boys. Inclusive masculinity theory (Anderson 2009) suggests however, that boys’ culture is changing. The literature documents the existence of inclusive school-based peer cultures where boys are not homophobic, embrace the feminine, and eschew violence. Using inclusive masculinity as the theoretical framework, this study posed two questions: (a) What is the practice of intra-gender policing in a high school where staff have suggested inclusivity? and (b) What is the evidence of inclusivity in this setting? Data was collected using 45-minute semi-structured interviews of eight boys in their junior or senior year at Suburban High. Findings suggest the presence of boys who perform inclusive masculinities that include embrace of the once feminized (for example, participating in musical theater) and the intellectual acceptance of gay male peers. Intra- gender policing behaviors seem confined to subgroups who perform orthodox masculinities and include “play fighting” and homophobic discourse.
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