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Black Masculinities Expressed
Through and Constrained by
Brotherhood at The Pebbles School
Dr. Tony Laing
Intersections: Sexuality, Gender, Race & Ethnicity Symposium
Morgan State University: 3/7/2015
Copyright @ 2015
Overview
2
Purpose, Significance, and Conceptual Framework
Research Questions
Demographics and Participant Characteristics
Data Collection
Findings
Recommendations
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Purpose, Significance, and Conceptual Framework
3
Responding to the need to address masculinity in schools.
Discussing how race, gender, and sexual orientation intersect to explain maleness.
Advocating for more diverse and holistic representations of masculinities through a Progressive Black Masculinity Framework, Queer Theory, and Black Feminist Theory.
More holistic discussions about differing masculinities at all male schools need to take place.
Copyright @ 2015
Research Questions
4
How do Black youth define their masculinity?
How do Black males experience and understand masculinity in all-male
schools?
How do the perceptions of peers and adults affect young Black males’
definition of masculinity?
What strands of masculinity do Black males adopt in and out of school
settings?
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Demographics of Pebbles School*
(*pseudonym name) 5
Located in a large metropolitan city
All-male, public, college preparatory program enrolling 451 students
The school enrolls students 6th through 12th grades
65% Black; 34% Latino; 1% Asian
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Participant Characteristics
6
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Data Collection (Took Place Over 6 Months) 7
Interviews
(8 male participants)
One Focus Group
(3 student participants)
6 Observations
(i.e., student/volunteer
tutor pairs)
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Findings
8
Hegemonic strands of masculinity are privileged over all other
masculinities between males.
Masculinity constructions are relational to peers, parents, school
expectations.
Brotherhood between males students who attend the same all-male school
is ambiguous; at times inclusive and exclusive of diverse masculinities
Limited discussions took place in classrooms and at events at The Pebbles
School regarding diverse masculinities (not limited to gay masculinity)
Significant pressures to confirm to masculine gender norms. Some students
challenged their peers’ definitions and exceptions of masculinity.
Copyright @ 2015
Findings (continued)
9 “True to guy-code teasing of boys at Pebbles took
place if they seemed different. This happened when
boys did not conform to gender pressures.” (Brian)
1. Hetero-masculinity is
privileged between males
2. Brotherhood is
ambiguous
3. Masculinity expectations
is relational to
peers, family, etc.
“Because we attend the same school, I consider him my bother. I
can respect other people’s sexual preference, but don’t bring
that touchy, touchy towards me.” (David)
“There is a definite expectation—yes what’s in my
family and just from friends in general. I oftentimes
tell my girlfriend, I’m tired. I get tired of being the
example of a role model. Sometimes I want to trip
and bug out and act crazy, because it is a lot of
pressure to be masculine…” (Jay)
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Recommendations
10
Improve institutional practice through more Black males represented in curricula.
Incorporate the use of affinity groups.
Publicize diverse Black masculinities.
Encourage more inclusivity in school practices.
Copyright @ 2015
Recommendations (continued)
11
Re: more inclusivity in
school practices: use of
affinity groups
I would love for something like a gay-straight
alliance to happen, it does need something like
that even if it makes a lot of people
uncomfortable. But I feel like the Pebbles Schools
kind of has to ease into that like a transition.
(Dion)
Copyright @ 2015
Thank you!
12
