Joe Ehrmann: Anbechrith Cann: Be A Man
Group J2 Reflection: Hypermasculinity
Anbechrith Cann, Alexa Sawa, Monique Wickstrom,
Stephen Langford, Timileyin Adebogun
University of Regina
Group Contribution
Topic 7- Hypermasculinity
Wild card submission – Alexa Sawa
Readings, discussion, and editing - Stephen Langford, Alexa Sawa,
Submission – Stephen Langford
Wild Card Reading Submission
TED. (2013). Joe Ehrmann: Be a man [Video file]. Retrieved from https://www.youtube.com/watch?v=jVI1Xutc_Ws
Discussion
Describe how the three readings covered in this unit (Reading 1 & 2 & wildcard) overlap conceptually, (not with respect to insignificant details).
Each reading overlaps conceptually as each discuss the impact of power and privilege on boys and men, and how masculinity is reinforced in society through institutionalization, organizations, or through peers. As a result of societies gender and social norms for boys and men many become emotionally illiterate leading them to become depressed, turn to …show more content…
substance abuse, and violence as emotion is associated with weakness (Earp, J., Katz, J., Young, J. T., Jhally, S., Rabinovitz, D., & Media Education Foundation, 2013; Kelsey, 2017; TED, 2013). Joe Ehrmann also said that boys are taught to be strong and athletic so that it will lead to increased value and worth, and are encouraged to validate their masculinity through dominance, often through using women (TED, 2013).
Masculinity is a not gender specific and can play a large influence on both men and women (Dowd, 2010). These articles breakdowns how masculinity is created and reinforced, where it is shaped, and how masculinity must be changed in order to reduce some of the many negative outcomes that it brings to men, women, and society as a whole.
Discern the most difficult concepts to grasp regarding masculinity as discussed in the readings and why?
Of the more difficult concepts from the readings is understanding and recognizing how boys and men are negatively impacted by masculinity and social institutionalization.
As discussed by Connell and Dowd, recognizing that boys and men face challenges in relation to gender expectations does not mean we are taking away the focus of inequalities and issues women face (1996; 2010). It is important that all issues associated with gender and sex should be discussed, like the impact of societal gender norms on boys and men, as no issue of inequality is more important than one another (Dowd, 2010, Kivel, 2000). Likewise because men and women do not face the same effects as a result of power and culture; therefore they must be discussed separately (Dowd, 2010; Kivel, 2000). Nonetheless we should not deny that men face challenges and we should not be afraid to discuss men’s issues.
Give applied examples of how these readings address the social construction of masculinity in sport, recreation and
leisure.
In sport, society praises masculinity, specifically men who demonstrate agility, power and strength, their athletic ability, and violence both on and off the field (Kelsey, 2017; TED, 2013). This praise of masculinity displayed in athletes has shown to be an issue on the field, court, rink, etc., and off of them as well. Some athletes, male and female, have brought the aggression and physicality of their sport and used it against spouses, friends, enemies, and others in their daily life away from the sport.
An example is fights in hockey being given its own segment during broadcasts, and as a result young boys see this and believe that this is the norm in society, like violence being perceived as a expected behavior (Earp et al., 2013; Kelsey, 2017). They grow up thinking that this is how they are expected to act. This imagery of violence leads boys to believe that it is the norm expected from them from society as the men that they see in the media are given attention, praise, and appears to be successful (TED, 2013).
References
Connell, R. W. (1996). Teaching the boys: new research on masculinity, and gender strategies for schools. Teachers College Record, vol. 98 no. 2, 206-235.
Dowd, N. E. (2010). Asking the man question: Masculinities analysis and feminist theory. Harvard Journal of Law & Gender, 33(2), 415.
Earp, J., Katz, J., Young, J. T., Jhally, S., Rabinovitz, D., & Media Education Foundation. (2013). Tough Guise 2: Violence, Manhood & American Culture.
Kelsey, R (2017). Topic 7 - Hypermasculinity [Lecture notes]. Retrieved from https://urcourses.uregina.ca/mod/book/view.php?id=484928&chapterid=57015
Krivel, Paul. 2000. The culture of power. Retrieved from http://paulkivel.com/resource/the- culture-of-power/
TED. (2013). Joe Ehrmann: Be a man [Video file]. Retrieved from https://www.youtube.com/watch?v=jVI1Xutc_Ws
Anbechrith Cann, Alexa Sawa, Monique Wickstrom,
Stephen Langford, Timileyin Adebogun
University of Regina
Group Contribution
Topic 7- Hypermasculinity
Wild card submission – Alexa Sawa
Readings, discussion, and editing - Stephen Langford, Alexa Sawa,
Submission – Stephen Langford
Wild Card Reading Submission
TED. (2013). Joe Ehrmann: Be a man [Video file]. Retrieved from https://www.youtube.com/watch?v=jVI1Xutc_Ws
Discussion
Describe how the three readings covered in this unit (Reading 1 & 2 & wildcard) overlap conceptually, (not with respect to insignificant details).
Each reading overlaps conceptually as each discuss the impact of power and privilege on boys and men, and how masculinity is reinforced in society through institutionalization, organizations, or through peers. As a result of societies gender and social norms for boys and men many become emotionally illiterate leading them to become depressed, turn to …show more content…
substance abuse, and violence as emotion is associated with weakness (Earp, J., Katz, J., Young, J. T., Jhally, S., Rabinovitz, D., & Media Education Foundation, 2013; Kelsey, 2017; TED, 2013). Joe Ehrmann also said that boys are taught to be strong and athletic so that it will lead to increased value and worth, and are encouraged to validate their masculinity through dominance, often through using women (TED, 2013).
Masculinity is a not gender specific and can play a large influence on both men and women (Dowd, 2010). These articles breakdowns how masculinity is created and reinforced, where it is shaped, and how masculinity must be changed in order to reduce some of the many negative outcomes that it brings to men, women, and society as a whole.
Discern the most difficult concepts to grasp regarding masculinity as discussed in the readings and why?
Of the more difficult concepts from the readings is understanding and recognizing how boys and men are negatively impacted by masculinity and social institutionalization.
As discussed by Connell and Dowd, recognizing that boys and men face challenges in relation to gender expectations does not mean we are taking away the focus of inequalities and issues women face (1996; 2010). It is important that all issues associated with gender and sex should be discussed, like the impact of societal gender norms on boys and men, as no issue of inequality is more important than one another (Dowd, 2010, Kivel, 2000). Likewise because men and women do not face the same effects as a result of power and culture; therefore they must be discussed separately (Dowd, 2010; Kivel, 2000). Nonetheless we should not deny that men face challenges and we should not be afraid to discuss men’s issues.
Give applied examples of how these readings address the social construction of masculinity in sport, recreation and
leisure.
In sport, society praises masculinity, specifically men who demonstrate agility, power and strength, their athletic ability, and violence both on and off the field (Kelsey, 2017; TED, 2013). This praise of masculinity displayed in athletes has shown to be an issue on the field, court, rink, etc., and off of them as well. Some athletes, male and female, have brought the aggression and physicality of their sport and used it against spouses, friends, enemies, and others in their daily life away from the sport.
An example is fights in hockey being given its own segment during broadcasts, and as a result young boys see this and believe that this is the norm in society, like violence being perceived as a expected behavior (Earp et al., 2013; Kelsey, 2017). They grow up thinking that this is how they are expected to act. This imagery of violence leads boys to believe that it is the norm expected from them from society as the men that they see in the media are given attention, praise, and appears to be successful (TED, 2013).
References
Connell, R. W. (1996). Teaching the boys: new research on masculinity, and gender strategies for schools. Teachers College Record, vol. 98 no. 2, 206-235.
Dowd, N. E. (2010). Asking the man question: Masculinities analysis and feminist theory. Harvard Journal of Law & Gender, 33(2), 415.
Earp, J., Katz, J., Young, J. T., Jhally, S., Rabinovitz, D., & Media Education Foundation. (2013). Tough Guise 2: Violence, Manhood & American Culture.
Kelsey, R (2017). Topic 7 - Hypermasculinity [Lecture notes]. Retrieved from https://urcourses.uregina.ca/mod/book/view.php?id=484928&chapterid=57015
Krivel, Paul. 2000. The culture of power. Retrieved from http://paulkivel.com/resource/the- culture-of-power/
TED. (2013). Joe Ehrmann: Be a man [Video file]. Retrieved from https://www.youtube.com/watch?v=jVI1Xutc_Ws