Gender and Children's Social World

Esteemed and Marginalised Masculinities in the Primary School Playground

Bibliographic Data

ID20386173
AuthorsAnne Lodge (0000-0003-4343-6472, Department of Education, NUI Maynooth, corresponding author)
Year2005
Volume14
Issue2
Pages177-192
Publication date2005-12-01
Open AccessYes
TypeARTICLE
VenueIrish Journal of Sociology (JOURNAL)
Journal identifiersISSN: 0791-6035 • E-ISSN: 2050-5280
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/079160350501400210
OpenAlexW2574698537
LanguageEN
Citations received3
References cited11

This article examines the role played by the social worlds of primary school children in producing and reproducing a range of masculine identities. It describes the relatively gender-segregated nature of the culture of middle-childhood, arguing that the specific institutional context reinforces this segregation. The article outlines the range of masculinities documented in the primary school playground and examines the ways in which both the school institution and the peer-group define and police the boundaries of masculinity. The school negatively labels dominant, assertive males through certain institutional practices and attitudes. Certain boys with more androgynous styles are of higher status with peers in this context. The impact of other identities on the relative status of boys is examined. It is shown how those boys who are differently abled are of lower status. Peers perceive them as less socially mature. Their relative invisibility and stigmatisation is partly a consequence of institutional practices

Geography · Institution · Invisibility · Masculinity · Social science · Sociology · Gender Roles and Identity Studies · Gender Studies · Media, Gender, and Advertising · Psychology · Social Psychology · Youth Development and Social Support

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