How to discuss manhood and masculinity among boys of color in the classroom

Truth be told, as heroes of color go, young boys of color would more willingly be Wesley Snipes (of Matrix fame), Roadblock (of G.I Joe fame) or Shaft, than Olaudah Equiano (of the British movement for Abolition), Marcus Garvey ('Back to Africa movement) or Dr. Solomon Carter Fuller (pioneer in researching Alzheimer's Disease). These choices fit perfectly the stereotype image of masculinity that the media and previously "closed minded" theories on the subject seek to propagate. 

The "real" truth however is starkly different:  Heroes of color (be they African-American, Hispanic or Latino) come in all different shapes and sizes, and not all of them are beefy and carry guns and swords. Many of them have stethoscopes hanging around their necks. Some can be found peering over microscopes. And still others may be found in the Whitehouse or on Capitol Hill.  These are men who defy the traditional definition of "manly heroes", but who have still had tremendous influence in shaping the destiny of our country and the world. 

Historical Perspective of Masculinity

Historically, males have confirmed to various roles of masculinity. The Hunter; The Gatherer; The Defender; The Patriarch; The Builder; The Soldier; The Explorer. Over many years of studying what makes some males embrace some of these roles more readily than others, researchers have concluded that the idea of manhood and masculinity isn't a binary function - i.e. Masculinity does not equal to opposition of Femininity.   

So a Soldier in days of yore, for instance, didn't feel more masculine just because what he did was considered something that women (back then) didn't do.  Instead, anthropologists believe that the norms of masculinity were cemented more as a result of the differentiation that existed amongst various groups of men, be it differences of race, social class or economic imbalances. 

In the late eighteenth century, the concept of masculinity evolved primarily around biological differences between the sexes. And even amongst males, physically stronger men were considered to be more masculine than others. Later still, ideas of masculinity, especially in the African-American community, were reinforced in the context of the pre-Emancipation Proclamation era (1863), where Slaves with "brawns" were the more masculine amongst of a group that were sought after by plantation owners. 

Over the years, the concept of manhood and what it means to be masculine has continually been evolving. The metrics for manhood and masculinity have changed considerably. And today, many African-American and Latino men are looked up to as role models of masculinity in a much more pluralistic society. These same individuals would never have passed the "manhood test" even a decade or two ago! 

The Rules of Manhood

Young school boys of color often are in search of a sense of belonging. Their socio-emotional development often hinges upon being part of a particular group of similar minded young boys. And when they are part of a particular group or organization (much like the historical Hunter, Gatherer or Soldier used to be), they inherit ideas of manhood and masculinity to which the broader group/organization subscribes. 

School groups and fraternities that promote a certain idea of manhood amongst their members are therefore a huge influence on young boys of color today.   As a result, when members join these groups they are subject to a specific ideology that promotes "Rules Of Manhood" such as:  

•  Guys are better than girls! 
• Masculinity and good grades can't go hand-in-hand! 
•  It isn't "cool" to be a nerd! 
•  Masculinity is about never tolerating failure! 
•  Manhood is about never accepting defeat! 
•  Internalize your feelings. Never show your true feelings - that's not a sign of manhood! 
• Never betray a "brother" - regardless of what the circumstances! 
•  Do whatever it takes to settle a score!

All of these are ideas that young schoolboys of color are exposed to, as part of their "Rules Of Manhood" indoctrination, ultimately defines their concept of masculinity. And the fact is that these (mostly false) ideas about manhood fit well within the context of the familial and social experiences that young boys of color are used to. They therefore more readily embrace these "Rules Of Manhood" as being undisputedly accurate. Since these rules fit within the narratives that most young men of color were raised to witness/believe in, they will not readily challenge them. 

Bringing it to the classroom

In the modern era of the internet, mobile communication devices and the global connected village, ideas about what manhood is, and what it means to be a "real" man are quickly spread amongst impressionable young men of color. Even amongst groups of young school boys of color, there are groups with diverse views of what they believe masculinity stands for. While some may believe that academic pursuits are the true hallmark of a man, others might beg to differ. They subscribe to the idea that "Sports maketh the man!". School gangs and affinity groups may still have a totally differing view point about masculinity - one that involves guns, drugs and violence.

These differing school-boy views about manhood cannot be viewed in isolation from the earlier discussion about the evolution of norms of masculinity and manhood. Studies show that the modern perceptions of manhood and masculinity, even amongst young school-age boys, have evolved largely through historical context. What young boys of color think of manhood today is still firmly grounded in their family, community and racial backgrounds. 

The socio-economic conditions prevalent in a particular culture or environment largely dictate the norms of masculinity adopted by a particular society or sect.  In the African-American/Latino context therefore, factors such as:

•  lower percentage of educated parents/guardians 
•  higher percentage of joblessness 
•  lack of proper housing 
•  dearth of community care facilities 
•  practically no role-models or mentors to look up to 
•  growing disillusionment with their socio-economic condition 
•  a feeling of disenfranchisement

serve as the primary building blocks for forging a concept of masculinity among these ethnic groups. And since, historically speaking, young school boys of color have grown up seeing adult males in their families and communities deal with these factors in a certain way; they have projected those perceptions of masculinity unto themselves. 

It falls upon school administrators, teachers and coaches to "rewire" these young boys and give them a new (and more balanced) sense of what true manhood is really about.   And a good start is to introduce topics about what it takes to be a man, especially in the context of racial upbringing, early on as part of the school's curriculum. 

Using a consciously "biased" approach

While there is a great push towards gender equality across society, academic research strongly suggests that boys and girls aren't equal when it comes to how both sexes learn and assimilate new concepts and ideas. Educators must acknowledge these differences and use a consciously biased (different) approach when educating boys about manhood and issues of masculinity.  

Some of these conscious biases must include:

• the realization that boys are more energetic in classrooms than girls 
• the fact that young boys (more so boys of color than their White counterparts) should be allowed to move around in the classroom, when being exposed to new concepts and ideas, without being penalized or punished 
•  accepting that boys of color (because of their socio-racial upbringing) are more prone to be highly animated in a class room setting than young girls are. Such displays must not be interpreted as disrespect or threatening 
•  tolerance for cross-talking, shouting across isles, passing/throwing items across a room, or running in school corridors (within reason) without causing young boys to get behavior infractions from school administrators 

Society expects school boys to conform to a certain mould that it has created for them. If they don't, they are more likely to attract punishment. As a result, young boys forcefully suppress their natural masculine instincts to try and meet societal expectations of them. Educators must therefore acknowledge the fact that young boys of color are more prone to "internalize" their true emotions in the false belief that it is not a sign of manhood to expose their true selves to parents, teachers or friends. Psychologist William Pollack stated (in Real Boys pg. 5):

"Many of the boys I see today…. Live behind a mask of masculine bravado that hides the genuine self to conform to our society’s expectation..."

This type of artificial display of manhood is bad - both mentally and physically - for young men. And because of this, their socio-emotional development suffers, which then leads to other behavioral issues that causes them to act out in school and at home. Any plans to introduce manhood and masculinity-related topics in the classroom must consider this fact when framing these discussions.

The battle for perceptions

Teachers and administrators must consciously work with young boys of color to change some of the negative perceptions about what manhood and masculinity really are. And to do that they much create an appropriate environment in which to discuss relevant topics affecting young boys of color. And many researchers agree that the best setting in which to do so is a single-sex schooling environment for young boys of color.

In a single-sex environment, teachers can more easily introduce and discuss topics such as:

• Sex education 
•  Gender equality 
•  Racial tolerance 
•  Respect for age/authority 
•  Responsibility and accountability 
•  Social duties and community values 

Boys of color are also more likely to accept and embrace these facts when they are in an environment amongst peers - i.e. no females and no non-colored students. Teachers should boldly introduce and discuss ideas such as:

• It's okay to sometimes be animated in classrooms - but here's why you should not make it a habit
•  It doesn't matter what your racial, social, financial background is - you can still succeed in school and beyond 
•  Manhood can be as equally earned in the examination hall as it can in the gym or sports field 
• "Acting White" doesn't necessarily make you "White" 
•  Respecting teachers, administrators and community elders isn't a sign of weakness 
•  Members of the opposite sex deserve the same respect as anyone else 
•  Violence, drugs and guns have no place in a "real mans" world 
•  It's okay to be branded a Nerd  

The pressure for a young man of color to engage a teacher, and subsequently debate and accept the teacher's point of view about a specific notion of manhood, is less in single-sex environments than in multi-racial co-educational schools.