Unpacking hegemonic masculinity behavioral patterns among vocational and technical high school students through teachers' lenses

Bibliographic Data

ID9406741
AuthorsGözde Partal (Akdeniz University), Özgür Partal (Akdeniz University), Güçlü Şekercioğlu (0000-0003-1806-7003, Akdeniz University Hospital), Berker Kurt (0000-0003-4788-0909, Akdeniz University Hospital), Ümit Yıldız (0000-0003-0415-8051, Akdeniz University), Ersen Vural (0000-0002-2779-9153, Akdeniz University), Başak Eda Hancı‐Azizoğlu (Akdeniz University), Başak Eda Hancı-Azizoğlu, Hüseyin Kafes (0000-0002-0697-8312, Akdeniz University, corresponding author)
Year2025
Volume258
Pages105154-105154
Publication date2025-06-10
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueActa Psychologica (JOURNAL)
Journal identifiersISSN: 0001-6918 • E-ISSN: 1873-6297
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.actpsy.2025.105154
PMID40505579
OpenAlexW4411219278
LanguageEN
Citations received1
References cited25

Hegemonic masculinity (HM) is a global phenomenon influencing adolescent identity formation, particularly in male-dominated vocational and technical education. This mixed-methods study with a sequential explanatory design investigates manifestations of HM among male students in three Turkish vocational and technical high schools (VTHSs), combining 6 hours/week of structured observations (N = 130 students; 21-behavior checklist) with semi-structured teacher interviews (n = 15). Analysis of quantitative data (κ = 0.83; inter-rater reliability) revealed verbal as the most prevalent HM behavior HM (38.1 % of cases), followed by physical aggression (37.3 %). Qualitative analysis identified underreported HM behaviors (e.g., sexual jokes, homophobic slurs, peer intimidation), with hitting as the dominant physical aggression form and extortion as the primary coercive control tactic. Triangulation revealed teachers tacitly endorsed observed HM behaviors as 'normal,' underscoring institutional complicity. This study extends literature by exposing how material practices (e.g., tool rituals) reinforce HM in non-Western VTHSs-a mechanism overlooked in prior research. Implications include HM-deconstructing teacher trainings and workshop curricula redesign to disrupt patriarchal cycles

Hegemonic masculinity · Masculinity · Mathematics education · Pedagogy · Unpacking · Vocational education · Gender Roles and Identity Studies · Gender, Feminism, and Media · Psychology · Youth Education and Societal Dynamics

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