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Checking Privilege at the Door: Men’s Reflections on Masculinity in Women’s and Gender Studies Courses

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Abstract

Certain types of masculinity undergird gender inequality, but different contexts may encourage individuals to conceptualize gender in new and unique ways. Women’s and Gender Studies (WGS) university courses support this for women, but less is known about men’s experiences. Through an analysis of interview data from 15 men who have taken WGS courses, we ask: What do men experience in the WGS classroom and how do men perceive that their experiences in WGS courses shape their conceptualizations of gender and gender relations? Men described developing their understandings of gender inequality after taking a WGS course and they applied this knowledge beyond the classroom. We address the different ways men negotiate gendered classroom dynamics, with some men articulating that their gender provided a unique position from which to participate and others reporting more discomfort. We discuss the findings’ implications regarding men disrupting or perpetuating hegemonic understandings of masculinity within educational contexts.

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Authors and Affiliations

  1. Department of Sociology and Anthropology, University of Texas Rio Grande Valley, SBSC 344, Edinburg, TX, 78539, USA

    Rachel M. Schmitz

  2. Department of Sociology, University of Nebraska-Lincoln, Lincoln, NE, USA

    Emily Kazyak

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  1. Rachel M. Schmitz
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Correspondence to Rachel M. Schmitz.

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Rachel M. Schmitz and Emily Kazyak have no conflict of interest.

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All procedures performed in this study involving human participants were in accordance with the ethical standards of the institution.

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Schmitz, R.M., Kazyak, E. Checking Privilege at the Door: Men’s Reflections on Masculinity in Women’s and Gender Studies Courses. Gend. Issues 34, 129–148 (2017). https://doi.org/10.1007/s12147-016-9178-1

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