An empirical study of student masculinities in an international school :towards a concept of 'third culture' masculinity

Abstract

This research explores how masculinity is constructed by students in a European-based international school. The study has two objectives. First, it examines the interplay between the culture of the school and young men’s masculine identities and considers how the style of masculinity influences and is influenced by the culture of the school. Second, it explores this interplay by focusing on the institution, friendships and relationships between students, and the curriculum. Methodologically the research is underpinned by critical realism that recognises the mediated nature of reality, and is a situation where constructivism cannot be ignored. The research adopts a mixed-methods approach and considers both students and teachers. It draws upon questionnaires, classroom observations, and focus groups. It also integrates semi-structured interviews with a life histories method to capture young men’s gendered worlds. The research finds that existing theoretical frames that have been used to understand young men’s schooling experiences have limited analytical purchase in this context. As a consequence, the thesis argues that in order to understand young men’s gendered identities in this international school context requires a concept of ‘third culture’ masculinity. Constituted through respect, tolerance, diversity, tactical heterosexuality, and female masculinity, ‘third culture’ masculinity becomes pivotal to how young men gender themselves and others in the school. The thesis concludes by suggesting that the negotiation of masculinity in this setting is a complex process of stabilisation and fragmentation. Furthermore the thesis argues that existing educational research on masculinity may benefit from understanding the formation of gender relations in an international schooling context.