The Construction of Male Identities from the Perspective of High School Students

Abstract

Objective. To analyze issues related to the construction of male identities in the school context from the perspective of high school students, based on a Cultural Psychology framework. Method. Qualitative research composed of a focus group with eight male high school students from a public school in Federal District, Brazil. As a method of analysis, thematic content analysis was used, with an emphasis on interpretive work, which allowed for the creation of four analytical categories. Results. Participants associated masculinity with violence, and the role of men as the leading family provider. However, this association was made in a critical tone, and participants attributed their critiques to the exchange with women and friends with different opinions, specifically at school. Although participants often criticized schools’ efforts at standardization, they recognized their teachers' efforts in promoting a more individualized experience. Conclusion. The analyzed results suggest that considering the voice of students is crucial to the promotion of a culture of peace in schools and further research concerning students’ and other school faculty’s views on gender and violence should be made. Cultural Psychology can provide powerful theoretical tools to construct deep critical analysis of socially relevant issues, such as hegemonic masculinity and violence.