Schooling and the Formation of Male Students' Gender Identities

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Abstract This article is an exploration of the role of schooling in the formation of male students' gender identities. Key dimensions of gender identity for males are described. The author focuses on the preparation of male preservice social studies teachers, particularly concerning their awareness of their own gendered identity and the significance of gender in social studies. Three male preservice social studies teachers were asked to reflect upon and reevaluate the messages they had received in school with regard to their gender identities. The author asserts that by reexamining their own experiences, preservice social studies teachers may be less likely to impose limiting gender definitions on their students.