Toxic Masculinity Masking as Cultural Relevancy

Latino Men Navigating Heteropatriarchal Expectations of Manhood in the Teaching Profession

Bibliographic Data

ID21323417
AuthorsMichael V Singh (0000-0001-7714-5337, University of California, Davis, corresponding author)
Year2024
Volume94
Issue2
Pages165-186
Publication date2024-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueHarvard Educational Review (JOURNAL)
Journal identifiersISSN: 0017-8055 • E-ISSN: 1943-5045
PublisherHarvard Education Publishing Group (PUBLISHER)
DOI10.17763/1943-5045-94.2.165
OpenAlexW4399551631
LanguageEN
Citations received4

In this qualitative study, Michael V. Singh deconstructs how and why Latino men teachers are asked to perform a culturally relevant manhood in the classroom. He looks at the ways these teachers experience and navigate the heteropatriarchal expectations associated with their teaching and gender performance, which are often (mis) framed as “cultural relevancy” and reproduce hegemonic and toxic masculinity. The eleven Latino men in this study described such expectations as coming from teachers and administrators, who positioned them to embody tropes of the macho Mexican patriarch who disciplines unruly boys, and also from students, who sometimes wanted their teachers to perform a Latino manhood admired for its physical and sexual power. The participants also recounted how they navigated these expectations in ways that disrupted and queered the figure of the culturally relevant Latino man teacher. This study deconstructs how and why Latino men teachers are asked to perform a culturally relevant manhood in the classroom

Art · Masculinity · Masking (illustration) · Sociology · Visual arts · Critical Race Theory in Education · Gender Roles and Identity Studies · Gender Studies · Psychology · Social Psychology

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