|dc.description.abstract||Masculinities are not constructed and performed identically. This research project
looks at how male learners at a township high school, South of Durban, define,
understand, and perform masculinities. To that end, this study employs varying
instruments (non-participant observation, focus group, and individual interviews) to
explore the participants’ understanding of their own masculine identities as well as that of
their fellow male students.
The study was informed by masculinities, sex-role, and black masculinities
theoretical and conceptual frameworks. The participants (grade 9-11 male learners) range
in age from 14 to19. These young males discussed early masculinities teachings as well as
defining characteristics of an ideal “real men.” Their understanding of masculine
identities was shaped by family, media, church, peers, and others. They also provide
information on the various masculinities constructions and performances at their school.
Focusing on the opposition of dominant and subordinate masculinities, I gained firsthand
knowledge from the participants about male learners who are excluded from formal and
informal school process.
The participants identified and discussed male learners who are said to be
performing subordinate masculinities, including admonishment and sanctions used against
learners who fall in this category. Emergent masculinities are highlighted from
suggestions that participants provided as a means of ensuring that all learners can fully
participate in the school process. Lastly, this study provides implications and
recommendations for all stakeholders involved in secondary school education.||