“Don’t be a Girl! ”

Gender Role Harassment Negatively Impacts on the Self-Esteem and the Social and Emotional Wellbeing of Year 12 Males

Nourah

Year 12

Community and Family Studies

Contents

Introduction

3 - 4

Acknowledgements

5

Definitions of Key Terms

6

Literature Review

7-9

Research Methodology

10-14

Results: Experiment and Observation

15-17

Results: Questionnaire

18-20

Analysis

21-25

Summary and Conclusion

26

Bibliography

27-28

Project Diary

29-33

Appendix: Contents Page

34

Introduction

Young males experience gender-role harassment when they are mocked or shunned for being not man enough (Berdahl 2007, as cited in Wade, 2008). Because masculinity carries such a high prescriptive price across culture, the social, emotional and self-esteem consequences of men’s perceived masculine shortcomings is worth social attention and empirical investigation. The reason of this topic selection is to document on the probable consequences that this form of harassment may have on the social and emotional wellbeing as well as self-esteem of a male year 12 students. Within a schooling environment, this form harassment evident across the playground and the classroom setting. I have always wondered whether this form of harassment impacts socially and emotionally on a male adolescent’s wellbeing and whether it presents some form of impact to year 12 males self-esteem. Therefore, the reason of selection was to document on the probable consequences that this form of harassment may have on the emotional and social wellbeing as well as self-esteem of a male year 12 student at High School. In the current research, 10 year 12 males were required to complete a self-esteem scaling test, emotional wellbeing scaling test and a social wellbeing scaling test to determine the state of self-esteem, emotional and social wellbeing. Afterwards, the same 10 year 12 males and 10 year 12 female participants were required to hold a dumbbell in their left hand with their arms stretched, leveling their shoulder for as long as they could. Participants were timed from the moment they held the dumbbell to the moment where the leveling between shoulder and arm began to degrade. Afterward, the participants time was recorded from which a mean and median was formulated for both genders. This information was released to the participants and they were permitted to communicate results. Afterward, the male participants were required to complete a self-esteem scaling test, emotional wellbeing scaling test and a social wellbeing-scaling test. Because strength is a strong component of the masculine ideal (Langford and Mackinnon 2000), I based my experimental harassment on the strength-related dumbbell task. To induce gender-role harassment, through common experiences, I knew the males by their peers would inform that the males had held the handgrip at a lower time “like a girl”. I observed the reactions and actions of all participants throughout. A questionnaire was also issued to 50 Year 12 males and females obtain further qualitative data about the attitudes, opinions and viewpoints year 12 students have of the nature of gender role harassment and the social and emotional implications of gender role harassment as well as the possible erosion of self esteem that this form of harassment may have on a year 12 male.

My hypothesis were as follows:

Gender role harassment will present a negative impact to the self-esteem, social and emotional wellbeing of year 12 males at High School.

Derived from the hypothesis, are focus questions:

Focus question 1: Will the 10 Year 12 males perform significantly worse on the second scaling test for self-esteem, social and emotional wellbeing, than the first? And will certain males perform signficiantly worse on because they have incurred some form of gender-role harassment ?

Focus question 2: Will the 10 Year 12 males will incur some form of gender-role harassment as soon as the information of the mean and median was released? And will this in turn impact the social and emotional wellbeing as well as self-esteem of certain Year 12 males?

Focus question 3: Will some of the year 12 males form social groups based on common time and exclude those who obtain a time that does not mirror the masculine ideal? And as a result, will those who are excluded have incurred gender-role harassment, which in turn cause them a poor social wellbeing.

Syllabus Accordance

The focus of this research is to document on the probable consequences that gender-role harassment may have on the social and emotional wellbeing as well as self-esteem of a year 12 male. In relation to CAFS HSC syllabus, course Groups in Context (9.2), youth is a specific group in a community where their needs include self-esteem and health. This research will focus on male youth in a schooling community and document on the possible social and emotional, as well as self-esteem health impact that this form of harassment may have on them. In reference to the HSC cafs syllabus, course Groups in Context (9.2) self-esteem is a need required by youth. Gender-role harassment has the potential to impact on self-esteem. Self-esteem need required by youth, a group in a community. In relation to the CAFS preliminary course, Resource Management (8.1), an examination of a range of factors that may impact wellbeing is required. Gender role harassment is considered a factor that has the potential to impact on one’s social and emotional wellbeing. In reference to the CAFS preliminary course, Resource Management (8.1), this research will analyze how masculinity shapes and determines values and standards.

Acknowledgements

Throughout this project, I have had many sources of support:

· PDH Staff of High School who has supported and guided me throughout each stage of my interest research project and who provided words of advice, guidance and support.

· All students from ___ High School who took time to participate in the questionnaire and experiment. The questionnaire and experiment was used to provide with quantitative and qualitative data that helped answer the proposed hypotheses.

· Ms for permitting use of the gym and providing dumbbells. The dumbbell was used as part of the physical testing experiment and the gym was used as a meeting site for all participants. This was helpful as she enabled the use of an area and equipment that was accessible by all participants. This advantaged my research, and made the flow of work easier.

· Mr for supervising the males of the initial experiment and providing words of advice, guidance and support. This was helpful as I used his words of guidance and applied them within my research practice.

· Omar and Jasmine for assisting me in adding the scores. This was beneficial to me as I was easily able to distribute the results to the participants and easily assist in a smooth work flow.

· Reem for allowing me the use of her UWS library card. This was beneficial to me as I was able to access valid resources easily.

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Key Terms

Gender-role harassment: Gender-based harassment is a form of sexual harassment. Gender-based harassment is “any behaviour that polices and reinforces traditional heterosexual gender norms” (Meyer, 2008). Gender role harassment is used as a bullying tactic, often between members of the same sex. Gender role harassment is based on hostility and is often an attempt to make the target feel unwelcome in their environment. In some cases, gender-based harassment may look the same as harassment based on sexual orientation, or homophobic bullying (Meyer, 2008).

Emotional Wellbeing: Emotional wellbeing refers to the ability to recognize, understand, experience and express a full range of emotions and channel our emotions into healthy behaviours that satisfy our personal and social goals. Healthy emotional wellbeing implies the ability to express emotions appropriately.

Social Wellbeing: Social wellbeing refers to the interaction and contributions to the environment and the community. In order to maintain a healthy social wellbeing, one must have continuous satisfying relationships, have support networks, participle and contribute to the community, developing the capacity for intimacy and learning good communication skills these contribute to a positive state of social wellness (United Institute of Peace),. However, once these requirements are not, and are impacted, it may lead to a poor social wellbeing (United Institute of Peace).

Self-esteem: Self-esteem is a person’s overall sense of self-worth or personal value. Self-esteem can involve a variety of beliefs about the self, such as the appraisal of one's own appearance, beliefs, emotions and behaviours.

Literature Review

Gender-role harassment is a form of sexual harassment. Gender-based harassment is “any behaviour that polices and reinforces traditional heterosexual gender norms” (Meyer, 2008). Gender role harassment is used as a bullying tactic between members of the same sex. Gender role harassment is based on hostility and is often an attempt to make the target feel unwelcome in their environment. (Meyer, 2008).

The basis of gender role harassment is gender. Gender is a vitally essential component within the social norm as it portrays a structural construct of social practices within individual lives (Prentice and Carranza, 2002). The structural importance of gender has created a divergence in expectations between men and women including the different expected demonstrations of attitudes, and behaviors that has formulated the socially constructed ideas of femininity and masculinity (Wood & Eagly, 2012; Prentice and Carranza, 2002). Subsequently, the socially constructed ideas of masculinity and femininity befit a particular sex and portrays the expected behaviors, standards and outlook each sex must demonstrate (Wood & Eagly, 2012; Prentice and Carranza, 2002).

An exceedingly valued trait that is normalized, learned and exhibited amid men throughout all cultures is masculinity (Vandello and Cohen, 2008). In reference to Pleck, Sonenstein, and Ku (1993, as cited in Kilmartin, 1994), masculinity is defined as a conceptual belief that highlights the importance of men following the socially expressed expectations of male behaviour. In accordance to Vandello (2008), masculinity is deified as an arduous self-concept where men are forced to demonstrate and validate their masculinity in public through adherence to masculine principles that involves characteristics such as competitiveness, strength, limited emotional expression, and independence (Mårtensson, 2012; Kilmartin, 1994). Masculinity as a trait is not only linked with coherence, efficiency, and solidity, but also strength and stamina as men gain respect, and status to more masculine they are perceived to be (Vandello and Cohen, 2008; Prentice and Carranza, 2002; Kilmartin, 1994).

Gender-role harassment is a factor in high school violence among male students (Kimmel and Mahler 2003, as cited in Pascoe, 2011). Within a schooling setting, the research of Berdahl established that a substantial amount of harassment suffered by adolescent males is when their actions and personal traits are considered “not man enough” or judged as “feminine” or “girly” (Pascoe, 2011). Respectively, the social construction of masculinity formulates male’s fears of being seen as not man enough and worries of being considered “p*ssies” or “homosexuals” (Beagan & Saunders, 2005). Due to this, males within a schooling setting generally refuse feminine characteristics in themselves in order to maintain their societal status and reputation (McCreary 1994, as cited in Beagan & Saunders, 2005). Correspondingly, findings of Berdah’s research (2007, as cited in Pascoe, 2011) established that 70% of men in each experimental group stated that they at least suffered one instance of gender-role harassment including negative gender-related remarks about men displaying feminine characteristics, which is seen to be most upsetting for males. (Waldo et al. 1998, as cited in Wade 2012). Similarly, the research conducted by Pascoe (2011) found that boys learn to form their masculinity by rejecting and opposing femininity. Pascoe (2011) also found that masculinity is expressed socially within practice through a refusal, and condemnation of behaviors that may be considered “homosexual” (Connell, 1994, as cited in Pascoe, 2011).

Gender-role harassment has the ability to impact the social wellbeing of a year 12 male. Social wellbeing refers to the interaction and contributions to the environment and the community. In order to maintain a healthy social wellbeing, one must have continuous satisfying relationships, have support networks, participle and contribute to the community, developing the capacity for intimacy and learning good communication skills these contribute to a positive state of social wellness (United Institute of Peace, 2008). However, once these requirements are not, and are impacted, it may lead to a poor social wellbeing (United Institute of Peace). According to Beyond Blue, when an adolescent is confronted with harassment, they may incur a considerably low level of overall peer bonding, posses the lowest mean of number of friendships and social standing, be less accepted by peers, be socially withdrawn, lack quality friendships at school and feel disconnected from school by limited bonding. More so, studies also show that harassed males may feel lonely, socially isolated and avoid group situation and avoid new social situations (Beyond Blue). Due to this, year 12 males who may have experienced gender-role harassment may experience an unhealthy social wellbeing as such impacts act in opposition to a healthy social wellbeing and do not meet the requirement of positive state of social wellness.

Within society, gender is considered an important source of social identification (Australian Institute of Health and Welfare, 2012). Due to this, identification, particularly for males, is considered a source of status and reputation among peers (Australian Institute of Health and Welfare 2012). Within a school setting, the hierarchy of schoolyard friendship for males consists of the more masculine and more dominant male at the top of the hierarchy. These people are considered the “popular” group and attract many people wanting to befriend them, as they are more masculine and more dominant, therefore reputable (Pascoe, 2011). In turn, this allows for the formulation of peer social support networks. Studies show that if the reputation or status of the male is infected, damaged or diminished through gender role harassment, within a schooling setting, support networks of peers diminish because peers of the harassed fear that others will not associate with them for befriending a male who does not live up to the masculine epitome (Pascoe, 2011). In turn, this eradicates the harassed males support network, which accounts for an impact and causes a poor social wellbeing of a year 12 male.

Emotional wellbeing refers to the ability to recognize, understand, experience and express a full range of emotions and channel emotions into healthy behaviours that satisfy personal and social goals (Belongto). Healthy emotional wellbeing implies the ability to express emotions appropriately. Due to the social constructed idea of masculinity, once a male is harassed, they are socially expected to not reveal emotions in order to maintain their societal status as “masculine” (Kilmartin, 1994). This implies that most males do not express emotions appropriately, and therefore have poor emotional wellbeing when being confronted with gender-role harassment.

Research of Goffman (1963, as cited in Schmader and Johns 2003) exerts that when people are faced with negative stereotypes or discrimination, they suffer a range of destructive emotional consequences, including limited emotional expression which has the ability to impact on ones emotional wellbeing (Schmader and Johns 2003). Moreover, the research of Vandello et al. (2008) established that males under gender-threat harassment displayed great emotional aggression, anxiety, feelings of sadness, fear, shame and anger. Similarly, Maass et al. (2003; Experiment 2, as cited in Vandello, 2008) found that the harassed males produced significant emotional aggressive and anger reactions. Similarly, Cramer’s research (1998) found that when men’s masculinity score was low, and closely replicated that of a feminine score (testing from the Bem Sex Role Inventory Scale), they were more likely to engage in emotional aggression and develop a motive to publicly portray the characteristics related to males in an attempt to restore masculinity. Due to this, year 12 males who may have experienced gender-role harassment may experience an unhealthy emotional wellbeing as such impacts act in opposition to a healthy emotional wellbeing and do not meet the requirement of positive state of emotional wellness.

Self-esteem is a person’s overall sense of self-worth or personal value. Self-esteem can involve a variety of beliefs about the self, such as the appraisal of one's own appearance, beliefs, emotions and behaviours. According to Maslow (1943, as cited in Fearless Philanthropy) self-esteem is the fourth aspect of the hierarchy of needs. Theoretically, if one cannot appropriately fulfil their needs, they cannot advance to the next level of the hierarchy. This impacts the social and emotional wellbeing of a person, as the needs in the next level are necessary for ones holistic wellbeing, particularly ones social and emotional wellbeing. Therefore, if ones esteem needs are impacted, it can potentially impact the access of needs in other levels.

Within society, gender is considered an important source of social identification. Due to this, identification, particularly for males, is considered a source of status as well as self-esteem (Guerrero Witt and Wood 2010, as cited in Bussey, 2011). If this source is impacted, a males self esteem impacts, lessens and diminishes. Consequently, this may occur when any information that threatens a males status, or considers the male as less manly or “feminine” is likely to cause concern, stress and a motive to repair the damaged social identity (Kilmartin, 1994). An assumption that is repeatedly been depicted is that high school males, who have experienced gender-role harassment at school can have the effect commonly experience a loss of self-esteem afterwards (Meyer, 2008). To echo this, recent research suggests that when a male fails to display and live up to the socially constructed masculine epitome, it can impact their self-esteem (Guerrero Witt and Wood 2010, as cited in Bussey, 2011). This form of harassment humiliates a male for not living up to the masculine epitome, and as a result it can dramatically lower their self esteem.

Consequently, as a result of this lowering of self esteem, potential taxation of males emotional and social wellbeing occurs as when masculinity is threatened, it causes emotional wellbeing effects may include anxiety, depression, feelings of sadness, fear or shame and as well as social wellbeing effects such as social isolation. This also causes lowered self-esteem. These effects reveal a range of emotional and social responses such as aggression and anger and social isolation as well as low self esteem that exhibit the very traits at the heart of the harassment and ultimately cause greater emotional and social drain.

In conclusion, the socially constructed idea of masculinity presents a set of social structural practices that males must posses in order become an accepted member of society including limited emotional expression and refusal of feminie characteristics. Within a schooling setting, this social structural practice is adopted and as a result, gender-role harassment becomes a factor of violence among year 12 males that can potentially impact their social wellbeing through social exclusion and no support networks and emotional wellbeing due to limited emotional expression as well as erode their self-esteem. Consequently, gender role harassment has the impact to erode self-esteem and emotionally and socially weaken a male as they create unnecessary aggression, anger as well as humiliation and social isolation that leads low levels of self-esteem (Bosch, 2007).

Research Methodology

To successfully uncover how gender-role harassment can impact on a year 12 males emotional and social health as well as their self esteem and broaden the scope of my research and minimize objectivity, I have encompassed my primary and secondary data through collecting and reviewing both qualitative and quantitative data. The qualitative and quantitative data collected is through an experiment, scaling test, observations and questionnaires and secondary research. From the primary data conducted over a period of time, the results are put into statistics and analyzed with reference to the hypothesis and research question of the IRP. Therefore from the primary data utilized both quantitative and qualitative data will be presented.

Throughout the research project, researcher integrity was upheld to reveal honesty. This research process was valid as the sources collected were from academic databases including the University of Western Sydney and State Library that proved to be honest, credible and reliable. The issue of reliability was addressed through comparing the results obtained to already existent studies, and drew great and conscience comparisons. HSC guidelines and regulations were met as the research was not plagiarized. Throughout the entire research process, researcher integrity and integrity of data was maintained through making sure the research was honest and validated as well as maintained subject privacy, confidentiality, eradicated bias as well as applied proper ethics and HSC regulations and guidelines. Validity refers to the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure. This study accurately reflects my research and from all the information. Through comparison, my primary research reflects and mirrors my secondary research. This consistency suggests that my Independent Research Project was demonstrating perfect stability reliability.

Research Methods

Experiment

Strength is a strong component of the masculine ideal (Langford and Mackinnon 2000). Therefore, this experiment is based on the strength-related dumbbell task. To induce gender-role harassment the experimental hypothesis suggests males by their peers will inform that the males had held the handgrip at a lower time “like a girl”. The participants were selected through the sample population of quota sampling due to their gender of male and female and age of 16-17 (average ages for year 12 males). The selection of these males and females were through random sampling of every third Year 12 male and every third year 12 female upon entry of the quad until the selection of 10 participants for each gender. Before the experiment, 10 year 12 males were required to complete a self-esteem scaling test, emotional wellbeing scaling test and a social wellbeing scaling test to determine the state of self-esteem, emotional and social wellbeing. To measure physical strength and stamina, 10 male and 10 female participants completed a dumbbell-holding task. The task required participants to hold a dumbbell in their left hand with their arms stretched, leveling their shoulder for as long as they could. Participants were timed from the moment they held the dumbbell to the moment where the leveling between shoulder and arm began to degrade. As soon as the physical test was complete, the participants time was recorded from which a mean and median was formulated for both genders. This information was released to the participants and they were permitted to communicate results. Afterward, the male participants were required to complete a self-esteem scaling test, emotional wellbeing scaling test and a social wellbeing-scaling test, to conclude whether impact has incurred to the male. The experimental hypothesis suggests that during the physical test, if the male’s score replicated that of a female score, gender-role harassment is then used as bullying tactic to the male and becomes increasingly evident. Observations were commenced to determine whether or not they reveal their information to each other, and observe their body language and emotions in order to gain conclusions and determine whether the males feel “threatened”. The results were then quantitatively analyzed. These both will assist to answer the proposed hypotheses. During and throughout the research process, there was an enforcement of the rules and conduct recognized in certain patterns of behaviors through maintaining and displaying ethical behaviour and acting in a manner that is acceptable and desirable. Throughout the research process, the right of people participating was upheld by respecting their privacy. A maintenance of confidentially was upheld as the research did identify a subject, however did not reveal their information. Anonymity was protected, as the identification of a subject by name or other means was not revealed. Throughout the entire research process subjects were informed of the purpose of the study, how the research will be used, who will have access to the finding and information that is processed to avoid deception. Participants were verbally notified on the nature of the experiment as well as were provided written consent where they were required to sign and verify they understand the nature of the experiment and the usage of their name and results within the research paper (see appendix 1). The subject were permitted withdraw from the study and volunteer for the study if they wish. Also, throughout the research, bias was completely eradicated and diminished through avoiding selecting a bias sample, and study the subgroups that represent the population of year 12 males at high School. Throughout the entire research process, researcher integrity and integrity of data was maintained through making sure the research was honest and validated as well as maintained subject privacy, confidentiality, eradicated bias as well as applied proper ethics and HSC regulations and guidelines.

Materials:

Stopwatch and two 5KG dumbbells

Emotional Well-Being Scale (this tool is adapted from the U. S. Health and Human Services, Health Style: A Self Test, Washington, DC: Public Health Service, 1981 in Donatelle, R. and Davis, L., (2000). “Access to Health,” Allyn and Bacon, 6th ed) ) (see appendix 3 and 4) Note: to edit this version, I have removed the use of the word alcohol and instead placed smoking*

To measure the emotional state of the wellbeing of the same 10 male participants that were selected through quota and random sampling, the participants answered 10 multiple-choice answers before the physical test, after the physical test and after the physical test results were revealed to determine the state of their emotional wellbeing. During the physical test, if the male’s score replicated that of a female score, gender-role harassment is then used as bullying tactic to the male and becomes increasingly evident. If the score is low and did not replicate that of the initial score before the physical test, harassment may have been incurred and presented a form of damage or impact to the state of the emotional wellbeing of the participants. The results provided ground evidence to prove that gender role harassment has the possibility to impact a year 12 male emotionally. This will assist to answer the proposed hypotheses.

Materials:

Emotional Well-Being Scale

Rosenberg's Self-Esteem Scale (this too is adapated from Crandal, R. (1973) The measurement of self-esteem and related constructs, Pp. 80-82 in J.P. Robinson & P.R. Shaver (Eds), Measures of social psychological attitudes. Revised edition. Ann Arbor: ISR. ) ) (see appendix 3 and 4)

The Rosenberg Self-Esteem Scale, a widely used self-report instrument for evaluating individual self-esteem. The same 10 male participants that were selected through quota and random sampling answered 10 multiple-choice answers before the physical test, after the physical test and after the physical test results were revealed determine the state of their self-esteem. During the physical test, if the male’s score replicated that of a female score, gender-role harassment is then used as bullying tactic to the male and becomes increasingly evident. If the score is low and did not replicate that of the initial score before the physical test, harassment may have been incurred and presented a form of damage or impact to the state of the self-esteem of the participants. The results provided ground evidence to prove that gender role harassment has the possibility to impact on a year 12 male’s self-esteem. This will assist to answer the proposed hypotheses.

Materials:

Rosenberg’s Self-Esteem Scale

Social Wellbeing Scale (this tool is adapted from the U. S. Health and Human Services, Health Style: A Self Test, Washington, DC: Public Health Service, 1981 in Donatelle, R. and Davis, L., (2000). “Access to Health,” Allyn and Bacon, 6th ed) ) (see appendix 3 and 4)

To measure the social state of the wellbeing of the same 10 male participants that I have selected through quota a sampling, the participants answered 10 multiple-choice answers before the physical test, after the physical test and after the physical test results were revealed to determine the state of their social wellbeing. During the physical test, if the males score replicated that of a female score, gender-role harassment is then used as bullying tactic to the male and becomes increasingly evident. If the score is low and did not replicate that of the initial score before the physical test, harassment may have been incurred and presented a form of damage or impact to the state of the social wellbeing of the participants. The results provided ground evidence to prove that gender role harassment has the possibility to impact a year 12 male socially.

Materials:

Social Wellbeing Scale

Questionnaire (see appendix 5)

To obtain further qualitative data about the attitudes, opinions and viewpoints year 12 students have of the nature of gender role harassment and the social and emotional implications of gender role harassment as well as the possible erosion of self esteem that this form of harassment may have on a year 12 male, a questionnaire was formulated and issued. This questionnaire focused mainly on the social implications, the emotional and self-esteem implications that this form of harassment may serve on a year 12 male. The questionnaire was issued to a population of year 12 students through the use of quota sampling due to their age of 17 (average for year 12 students) and gender of both male and female where 30 year 12 students, 15 of which are female, and 15 of which are male volunteered to undertake the questionnaire. Random sampling was also used for every third Year 12 male and female to enter the quad until the selection of 30 as 30 reflects a third of the year 12 high school’s population. The sample population selected are of different gender which can corroborate with the other sources and responses. The questions asked required the participants to reminisce on any incidents they saw where gender-role harassment was a factor of violence, what they believe is considered gender role harassment, the masculinity epitome in high school as well as possible outcomes and impacts they thought were to result if gender role harassment. The results were analyzed and gained quantitatively and qualitative data. The results provided ground evidence to prove that gender role harassment has the possibility to impact a year 12 male’s social and emotional wellbeing as well as self-esteem. Bias can be defined as a preference or an inclination, especially one that inhibits impartial judgment, an unfair act or policy stemming from prejudice and a statistical sampling or testing error caused by systematically favouring some outcomes over others. Throughout the research, bias was completely eradicated and diminished through avoiding selecting a bias sample, and study the subgroups that represent the population of year 12 males at high School. Ethics were also considered through creating questionnaires that were anonymous, watch the wording of questions and not manipulate answers. Also, participants were notified prior to undertaking the questionnaire that all information was kept confidential to ensure the ethics and privacy of their lives. The questions were proof read by teachers to ensure that questions were ethical. Throughout the entire research process, researcher integrity and integrity of data was maintained through making sure the research was honest and validated as well as maintained subject privacy, confidentiality, eradicated bias as well as applied proper ethics and HSC regulations and guidelines.

Questionnaire:

My name is Nourah and I’m conducting research to determine whether gender role harassment serves a negative impact on the social and emotional wellbeing as well as self-esteem of a year 12 male. The questioner you are about to undertake will be provide me with qualitative and quantitative data that I will be able to analyze and interpret as well as utilize to assist me in answering the proposed hypothesis. If by any means you wish to withdraw from this anonymous study, you may do so. Within this study, participants are entitled to their right of privacy. All responses will be confidential and anonymous and will only be accessed by the research, Ms and Ms. If you do not wish to circle your gender, you are entitled to do so. Thank you for your participation.

Gender: Male / Female

Year 12 Males must not posses female characteristics

T

F

D/K

Year 12 Males must not display emotions

T

F

D/K

Year 12 males must be muscular

T

F

D/K

Gender role harassment exists in High School

T

F

D/K

Circle True (T), False (F) OR Don’t Know (D/K) for the following statements:

If you haven’t witnessed gender-role harassment among year 12 males at High School, the following questions will not apply to you. Your contributions are greatly valued. Thank you for your participation.

Consider gender-role harassment incidents within year 12, why might gender role harassment exist ?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Consider gender-role harassment incident within year 12, what might occur if a male incurred gender role harassment?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Thank you for your participation. Your contributions are greatly valued.

Observation (see appendix 2)

During the experiment, I observed the initial 10 male participants that I have selected through quota sampling due to their age of 17 (average for year 12 students) and gender of male, continuous reactions throughout the test to gain conclusion on the possible impact on the social and emotional wellbeing as well as self-esteem of a year 12 (see appendix 2). I observed for social implications that this form of harassment may have on the social wellbeing of a year 12 male, the emotional as well as self-esteem implications. The results were analyzed and gained quantitative and qualitative data. The results provided ground evidence to prove that gender role harassment has the possibility to impact a year 12 social and emotional wellbeing as well as self-esteem. Participants were notified prior to undertaking the experiment that the researcher will be observing them (see appendix 1), they will not be identified through the research through their real name but only through their psdyenoym name and that all information was kept confidential to ensure the ethics and privacy of their lives.

Results: Experiment and Observation

Before Physical Test Experiment

Male

Self-Esteem (30 possible points)

Social Wellbeing (40 possible points)

Emotional Wellbeing (40 possible points)

1

30

40

38

2

30

38

35

3

24

33

34

4

30

33

33

5

28

38

38

6

27

37

37

7

30

30

39

8

27

32

35

9

30

39

40

10

28

Average: 28.4

37

Average: 35.7

32

Average: 36.1

Figure 1.1 (see appendix 3)

In figure 1.1, prior to the physical test, most males presented a significantly high self-esteem, social and emotional wellbeing. The self-esteem of all males as a population averaged 28.4, which is substantially high and is regarded as positive state of self-esteem. The social wellbeing of males as a population averaged 35.7, which is also substantially high and is regarded as a positive state of social wellbeing. Similarly, the emotional wellbeing of males as a population averaged 36.1, which is also substantially high and is regarded as a positive state of emotional wellbeing. These results provided ground evidence that the social and emotional wellbeing as well as self-esteem is stable and are not confronted with a threat that comprises its stability.

Observations in this part of the experiment concluded that the male participants were confident and stable. The participants demonstrated positive and healthy emotional expression, therefore healthy emotional wellbeing. The participants were confident, indicating a positive and high self-esteem. All participants interacted positively with each other and all maintained a continuous flow of great communication. Social relations seem strong, therefore indicating a strong support network and a social environment, leveling onto a great social wellbeing.

Experiment: Physical Test

Males

Personal Scores (min)

Female

Personal Scores (min)

Males

Score

Female

Score

1

1:05

1

0:55

Median

0:56

Median

0:44

2

0.56

2

0:29

Mean

1:03

Mean

0:46

3

0.47

3

0:31

Lowest

0:32

Lowest

0:19

4

1:01

4

0:56

Highest

1:05

Highest

1:01

5

0:38

5

0:50

6

0:59

6

1:01

7

0:57

7

0:32

8

0:42

8

0:19

9

0:32

9

0:46

10

1:01

10

0:43

Figure 1:2

Male

Self-Esteem (30 possible points)

Social Wellbeing (40 possible points)

Emotional Wellbeing (40 possible points)

1

30

40

40

2

30

38

38

3

22

31

39

4

28

32

32

5

10

18

17

6

27

37

39

7

30

30

35

8

11

19

20

9

8

16

18

10

30

Average: 22.7

30

Average: 29.1

31

Average: 30.9

Figure 1.3 (see appendix 4)

In figure 1.2, most males performed significantly higher than the females. The median for males was significantly high at 0:58 seconds. The median for females was significantly close at 0:52, with a separation of 6 seconds. The mean presented significant closeness as the males collective mean was at 0:51 and the females was higher at 0:52. The lowest for the female’s remained at 0:15, and the lowest for the males was significantly higher at 0:24. In comparison, the highest for the females remained at 1:02, and the highest for the males did not present vast distinctions to the female score, remaining at 1:05. In retrospect, males preformed significantly higher than the females. However, male 9, 8 and 5 had scores similar to that of a female score.

In figure 1.3, the results remained relatively unchanged for most males, however males 5, 8 and 9 were significantly impacted. Most males, with the exception of male 5, 8 and 9 presented a significantly high self-esteem, social and emotional wellbeing. The self-esteem of all males averaged 20.7, which presents vast distinctions that of the initial score. In retrospect, this is regarded as a substantially high positive state of self-esteem. The social wellbeing of males averaged 29.4, which is also substantially high and is regarded as a positive state of social wellbeing. Similarly, the emotional wellbeing of males averaged 30.9 , which is also substantially high and is regarded as a positive state of emotional wellbeing. These results provided ground evidence that the social and emotional wellbeing as well as self-esteem is comprised when males are confronted with gender-role harassment.

Observation in this part of the experiment concluded that most male participants, with the exclusion of male 5,8 and 9 were still confident and stable. The participants with the exclusion demonstrated positive and healthy emotional expression, therefore healthy emotional wellbeing. The participants were confident, indicating a positive and high self-esteem. Most participants interacted positively with each other and all maintained a continuous flow of great communication. Social relations seem strong, therefore indicating a strong support network and a social environment, leveling onto a great social wellbeing. During the recording of times of male 5, 8 and 9, observations concluded that these particular males displayed poor social and emotional wellbeing and low self-esteem due to the constant gender-role harassment incurred by their peers. The results were then revealed. Males 5, 8 and 9 had finished the task, they were harassed with the exact comments of “bro, you’re such a fag, the girls held it longer than you wtf” “such a girl, the girls did a better job than you *all laughing and pointing at male 5, 8 and 9, particularly male 9*. Male 5 responded by “bro my arm was hurting, I did weights last night”, in an attempt to defend his social reputation. Male 8 responded by “I need to really hit the gym”, with low-confidence indicating low-self esteem. Male 9 responded by saying “I was not ready, I didn’t stretch”. Male 9 had downcast face; he was slouched and did not participate in any further social conversations as the others were huddled in a group, discussing their attendance at the gym and the weight of their bench-pressing. As a result of their peers harassment, it diminished a healthy support network and a healthy social environment and was replaced by negative harassment, therefore presented a damage to the social wellbeing of all three males. Males 5, 8 and 9 all displayed social exclusion, and did not participate in any peer conversation, therefore indicating poor social wellbeing. This is also evident through “group making” where the boys who adhered strongly to the masculine epitome and scored higher on the previous physical test, huddled in a group where they discussed what they had done in the gym, and how much the lift. All three males had limited emotional expression, therefore presenting poor emotional wellbeing. Males 5, 8 and 9 were all slouched, and displayed no emotion. This indicated limited emotional expression, therefore a potential impact to the emotional wellbeing of one. All three males presented low-self esteem as they spoke in a lower tone and in lower confidence. The slouched expression by male 5, 8 and 9 signifies low self-esteem . This clearly demonstrated how male 5, 8 and 9, incurred gender-role harassment due to their non-compliance to masculine identity. These results provided ground evidence that the social and emotional wellbeing as well as self-esteem, when confronted with a threat of gender-role harassment comprises its stability.

Results: Questionnaire

Total participants: 30

This questionnaire was issued to 15 females and 15 males within year 12 at High School.

Participants were asked a question of whether they believe in the statement “year 12 males must not display emotions”. Participants were given an option of true, false or I don’t know. As highlighted in this diagram, 82% of participants responded true and 18% of participants responded false (see appendix 5). This clearly outlines the standard and expectation that peers of year 12 males of them. This also outlines the year 12 masculine epitome.

Participants were asked a question of whether they believe in the statement “year 12 males must be muscular”. Participants were given an option of true, false or I don’t know. As highlighted in this diagram, 94% of participants responded true and 6% of participants responded false (see appendix 5). This clearly outlines the standard and expectation that peers of year 12 males of them. This also outlines the year 12 masculine epitome.

Participants were asked a question of whether they believe a year 12 male should not posses female characteristics. Participants were given an option of true, false or I don’t know. As highlighted in this diagram, 92% of participants responded true and 8% of participants responded false (see appendix 5). This clearly outlines the standard and expectation that peers of year 12 males of them. This also outlines the year 12 masculine epitome.

Participants were asked a question of whether they believe gender role harassment exists among year 12 males at high school. Participants were given an option of true, false or I don’t know. As highlighted in this diagram, 92% of participants responded true and 8% of participants responded false (see appendix 5). This clearly outlines that this from of harassment is witnessed and exists within High School. . 1 person did not believe that gender-role harassment existed within high school and decided to withdraw from the study after this question. The population now is 29.

Participants were asked to reminisce on gender role harassment and answer what they believe is the reason for its existence among year 12 males. Participants were given an opportunity to write their own answers in the space provided. As highlighted in this table, 100% of the participants share similar views that gender-role harassment exsists because males adhere to the homosexual ideal, posses female characteristics, not muscular and do not live up to the masculuine ideal. 65% of the participants believe that gender-role harassment is caused because males adhere to the homosexual ideal. 4% of the participants were unsure, and therefore did not respond (see appendix 5).

Participants were asked a reminisce on gender-role harassment that might have occurred within year 12, and consider what impact a male might incur as a result of gender-role harassment. Participants were given an opportunity to write their own answers in the space provided. As highlighted in this diagram, 97% of participants wrote the statement of feeling sad, 100% wrote social isolation, 75% wrote negative display of emotions, 100% wrote low-self esteem and 2% circled nothing. This clearly outlines the year 12’s perception of the impact that gender-role harassment might have on a year 12 male, if he incurred gender role harassment (see appendix 5).

This questionnaire provided concrete evidence on the viewpoints, attitudes and perceptions of year 12 people about their peers. In analysis, most people agreed that males must adhere to the socially constructed idea of masculinity, and if non-compliance might occur, the outcome can include negative gender-role harassment that may impact the social and emotional wellbeing of year 12 males, as well as there self-esteem.

Analysis

The primary research that was collected by conducting an experiment, observation and secondary research collected from articles, journal articles, books and government websites, has allowed a more deeper understanding from the information that the wider environment provides in regards to gender role harassment. With the assistance of the secondary data a literature review has been conducted and both quantitative and qualitative data has been presented. Complied of primary and secondary sources which have been reviewed has shown that the gender-role harassment has the potential to impact on the social and emotional wellbeing as well as self-esteem of a year 12 male.

At the onset, all male participants revealed a significantly high state of self-esteem, social and emotional wellbeing. As illustrated in Figure 1.1, the state of all male participants was within the high 20 range. The dumbbell-holding tasks resulted in significantly high scores by the males in a no-threat gender role harassment condition. Males in the no gender-role harassment condition showed higher dumbbell holding scores, than those in a harassment condition in the task. After the physical test, the self-esteem, social and emotional wellbeing score remained relatively unchanged as the observations concluded were that most males were confident with their presentations. However, as the results were released, the self-esteem, social and emotional wellbeing score degraded significantly, particulary by male 5, 8 and 9. The observations concluded that as the results were shared, the peers of male 5, 8 amd 9 in a gender-harassment condition continually referenced the male as possessing female characteristics, which deemed to be most upsetting towards the male. Consistent with the secondary research, perspective that violations of masculine prescriptions are socially and emotionally draining for men and causes significant erosion in self-esteem (Coughlin & Wade, 2012). Participants in the non- gender-role harassment condition had a higher self-esteem and more stable social and emotional wellbeing than those who incurred gender-role harassment.

The questionnaire provided solid evidence of the perceptions and attitudes of year 12 people of their peers.

Participants were asked a question of whether they believe in the statement “year 12 males must not display emotions”. Participants were given an option of true, false or I don’t know. As portrayed, 82% of participants responded true and 18% of participants responded false. Consistent with the research of Coughlin and Wade (2012), who believe that limited emotional expression is a requirement of masculinity. This clearly outlines the standard and expectation that peers of year 12 males of them. Participants were asked a question of whether they believe in the statement “year 12 males must be muscular”. Participants were given an option of true, false or I don’t know. As demonstrated, 94% of participants responded true and 6% of participants responded false. This clearly outlines the standard and expectation that peers of year 12 males of them. This is consistent to the research of Pascoe (2011) who concluded that the socially constructed idea of masculinity comprises of the belief that males must be muscular.

Participants were asked a question of whether they believe gender role harassment exists among year 12 males at high school. Participants were given an option of true, false or I don’t know. As highlighted in this diagram, 92% of participants responded true and 8% of participants responded false. Consistent with the research of Pascoe (2011) gender-role harassment is a common factor of violence in high school. This clearly outlines that this from of harassment is witnessed and exists within High School and other high schools around Australia. Participants were asked a question of whether they believe a year 12 male should not posses female characteristics. Participants were given an option of true, false or I don’t know. As highlighted in this diagram, 92% of participants responded true and 8% of participants responded false. This is consistent to the research of Pascoe (2011) who concluded that the socially constructed idea of masculinity comprises of the belief that males it’s a socially males must not possess feminine characteristics.

Participants were given an option to write down their own response as to why they believe gender-role harassment exists in High School. As highlighted, 100% of the participants share similar views that gender-role harassment exsists because males adhere to the homosexual ideal, posses female characteristics and do not live up to the masculuine ideal. 65% of the participants believe that gender-role harassment is caused because males adhere to the homosexual ideal. 4% of the participants were unsure, and therefore did not respond. The results are consistent with Pascoe (2011), who concluded that socially constructed idea of masculinity comprises of the belief that males must refuse feminine characteristics, homosexual characteristics and msut be muscular and live up to the masculine ideal.

Participants were asked a reminisce on gender-role harassment that might have occurred within year 12, and consider what impact a male might incur as a result of gender-role harassment. Participants were given an opportunity to write their own answers in the space provided. As highlighted in this diagram, 97% of participants wrote the statement of feeling sad, 100% wrote social isolation, 75% wrote negative display of emotions, 100% wrote low-self esteem and 2% circled nothing. Consistent with Meyer (2008), who concluded that when confronted with harassment many will experience feelings of sadness and anger, low self-esteem, social isolation and limited emotional expression. This clearly outlines the impact that gender-role harassment might have on a year 12 male.

The hypothesis predicted that gender role harassment will present a negative impact to the self-esteem, social and emotional wellbeing of year 12 males at High School. Derived from the hypothesis, are focus questions. Focus question 1 is whether the 10 Year 12 males perform significantly worse on the second scaling test for self-esteem, social and emotional wellbeing, than the first? Focus question 2 is whether the 10 Year 12 males will incur some form of gender-role harassment as soon as the information of the mean and median was released? And will this in turn impact the social and emotional wellbeing as well as self-esteem of certain Year 12 males? Also, focus question 3 is whether some of the year 12 males form social groups based on common time and exclude those who obtain a time that does not mirror the masculine ideal? And as a result, will those who are excluded have incurred gender-role harassment, which in turn cause them a poor social wellbeing ?

Focus question 1 pondered on whether males performed significantly worse on the second scaling test for all self-esteem, social and emotional wellbeing, than the first. In response to focus question 1, as a group the males performed significantly worse on the second scaling test for all self-esteem, social and emotional wellbeing, than the first. At the onset, all male participants revealed a significantly high state of self-esteem, social and emotional wellbeing. As illustrated in Figure 1.1, the state of self-esteem for all male participants as a population was within the high 20 range. Prior to the physical test, most males presented a significantly high self-esteem, social and emotional wellbeing. The self-esteem of all males as a population averaged 28.4, which is substantially high and is regarded as positive state of self-esteem. The social wellbeing of males as a population averaged 35.7, which is also substantially high and is regarded as a positive state of social wellbeing. Similarly, the emotional wellbeing of males as a population averaged 36.1, which is also substantially high and is regarded as a positive state of emotional wellbeing. These results provided ground evidence that the social and emotional wellbeing as well as self-esteem is stable and are not confronted with a threat that comprises its stability. However, after the physical test, the results changed for most males, in particular male 5, 8 and 9 as they were significantly impacted. Most males, with the exception of male 5, 8 and 9 presented a moderately high self-esteem, social and emotional wellbeing. The self-esteem of all males averaged 20.7, which presents vast distinctions that of the initial score, differentiating in a score of 8.3, which is moderately high. The social wellbeing of males averaged 29.4, which is also moderately high and is regarded as a sound state of social wellbeing. However, in comparison to that of the initial score, it differentiates in a score of 6.3. Similarly, the emotional wellbeing of males averaged 30.9 , which is also moderately high and is regarded as a sound state of emotional wellbeing. However in comparison to that of the initial score of 36.1, where it differentiates in a score 5.2. Therfore, as a population, males preformed significantly worse on the second scaling for self-esteem, social and emotional wellbeing.

The intent of gender-role harassment is to demean and to degrade a man by suggesting he is gender-defective (Berdahl 2007). When male 5 , 8 and 9 participants were informed their dumbbell holding scores fell in the range of scores for an average woman, their peers who continually commented “yourre such a girl” as a form of gender harassment, impacted on the males self-esteem, social and emotional wellbeing, negatively. As observations conclude, certain participants to males 5, 8 and 9 induced gender-role harassment. The score for all social and emotional wellbeing as well as self-esteem declined significantly as males 5, 8 and 9 incurred gender-role harassment, which presented an impact to the social and emotional wellbeing and self-esteem of year 12 male participants. Male 5 had a social wellbeing score of 17, emotional wellbeing of 18 out of a possible 40 and a self-esteem of 12 out of possible 30. In comparison to score prior to the physical experiment, where gender-role harassment was absent in which self-esteem for male 5 remained at 28, social wellbeing at 38 and emotional wellbeing at 38. Male 8 had a self-esteem score of 14 out of a possible 30, a social wellbeing score of 19 and an emotional wellbeing of 20 out of a possible 40. In comparison to prior to the physical test, where gender-role harassment was absent, self-esteem remained at 27, social wellbeing remained at 32 and emotional wellbeing at 35. Male 9 had a self-esteem score of 10 out of a possible 30, a social wellbeing score of 16 and an emotional wellbeing score of 18 out of a possible 40. In comparison to prior the physical test, where gender-role harassment was absent, self-esteem remained at 30, social wellbeing at 39 and emotional wellbeing at 40. These results provided ground evidence that the social and emotional wellbeing as well as self-esteem is impacted when confronted with a gender-role harassment threat.

The response to focus queston 1 is consistent with the research of Branscombe et al. 1999 ( as cited in Ellemers, Spears and Doojse, 2002) where the conclusion of the research suggests that any information that threatens a males status, or considers the male as less manly or “feminine” is likely to cause concern, stress and a motive to repair the damaged social identity (Ellemers et al. 2000,). An assumption that is repeatedly been depicted is that high school males, who have experienced gender-role harassment at school can have the effect commonly experience a loss of self-esteem afterwards (Boulton and Underwood, 1994; Rigby, 1997b). To echo this, recent research suggests that when a male fails to display and live up to the socially constructed masculine epitome, it can impact their self-esteem (Guerrero Witt and Wood 2010, as cited in Bussey, 2011). This form of harassment humiliates a male for not living up to the masculine epitome, and as a result it can dramatically lower their self esteem. Therefore, this research and the research of others complied prove that gender-role harassment presents a form of negative impact to the self-esteem of a year 12 male.

This research is also consistent with the research of Kilmartin (1994) who beleieves that due to the social constructed idea of masculinity, once a male is harassed, they are socially expected to not reveal emotions in order to maintain their societal status as “masculine” (Killmartin, 1994). This implies that most males do not express emotions appropriately, and therefore have poor emotional wellbeing when being confronted with gender-role harassment. The results and observations gathered, consistent with the research of professionals, concluded that males did not display any emotions, and rather kept their emotions to themselves. This research concludes that when Year 12 males are confronted with a form of harassment, they demonstrated limited emotional expression and feelings of shame as well as fear which potentially taxed their emotional wellbeing. Consistent with the research of Goffman (1963, as cited in Schmader and Johns 2003), when people are faced with negative stereotypes or discrimination, they suffer a range of destructive emotional consequences, including limited emotional expression, shame and anger which has the ability to impact on ones emotional wellbeing (Schmader and Johns 2003). Similarly, Cramer’s research (1998) found that when men’s masculinity score was low, and closely replicated that of a feminine score (testing from the Bem Sex Role Inventory Scale; Bem 1981), they were more likely to engage in emotional aggression that leads to a motive to publicly portray the characteristics related to males in an attempt to restore masculinity. Consistent with the current research, Year 12 males protected their reputation by providing excuses such as “bro my arm was hurting, I did weights last night” in an attempt to hide shame, restore masculinity, and maintain emotional stability. Therefore, year 12 males who may have experienced gender-role harassment experience an unhealthy emotional wellbeing as such impacts act in opposition to a healthy emotional wellbeing and do not meet the requirement of positive state of emotional wellness.

The current research is also consistent with the research of Pascoe (2011) who believes that within a school setting, the hierarchy of schoolyard friendship for males consists of the more masculine and more dominant male at the top of the hierarchy. These people are considered the “popular” group and attract many people wanting to befriend them, as they are more masculine and more dominant, therefore reputable (Pascoe, 2011). In turn, this allows for the formulation of peer social support networks. Studies show that if the reputation or status of the male is infected, damaged or diminished through gender role harassment, within a schooling setting, support networks of peers diminish because peers of the harassed fear that others will not associate with them for befriending a male who does not live up to the masculine epitome (Pascoe, 2011). Consistent with the current research, the removal of male 5, 8 and 9 support system was in act due to failure to live up to the masculunie ideal. The social wellbeing scores for all three were significantly low, and in turn, this eradicates the harassed males support network, which accounts for an impact and causes a poor social wellbeing of a year 12 male. These results provided ground evidence that the social and emotional wellbeing as well as self-esteem is comprised when males are confronted with gender-role harassment.

Focus question2 ponded on whether the 10 Year 12 males would incur some form of gender-role harassment as soon as the information of the mean and median was released. And whether in turn will impact the social and emotional wellbeing as well as self-esteem of certain Year 12 males. In response to focus question 2, the 10 males incurred some form of gender-role harassment as soon as the information of the mean and median was released. And this in turn impacted the social and emotional wellbeing as well as self-esteem of certain Year 12 males.

When the results were revealed, the research methodology of observation and testing concluded that when males 5, 8 and 9 had finished the task, they were harassed with the exact comments of “bro, you’re such a fag, the girls held it longer than you what the f*ck”, “such a girl, the girls did a better job than you *all laughing and pointing at male 5, 8 and 9, particularly male 9*. Male 5 responded by “bro my arm was hurting, I did weights last night”, in an attempt to defend his social reputation. Male 8 responded by “I need to really hit the gym”, with low-confidence indicating low-self esteem. Male 9 responded by saying “I was not ready, I didn’t stretch”. Male 9 had downcast face; he was slouched and did not participate in any further social conversations as the others were huddled in a group, discussing their attendance at the gym and the weight of their bench-pressing. As a result of their peers harassment, it diminished a healthy support network and a healthy social environment and was replaced by negative harassment, therefore presented a damage to the social wellbeing of all three males. Males 5, 8 and 9 all displayed social exclusion, and did not participate in any peer conversation, therefore indicating poor social wellbeing. This is also evident through “group making” where the boys who adhered strongly to the masculine epitome and scored higher on the previous physical test, huddled in a group where they discussed what they had done in the gym, and how much the lift. All three males had limited emotional expression, therefore presenting poor emotional wellbeing. Males 5, 8 and 9 were all slouched, and displayed no emotion. This indicated limited emotional expression, therefore a potential impact to the emotional we76llbeing of one. All three males presented low-self esteem as they spoke in a lower tone and in lower confidence. The slouched expression by male 5, 8 and 9 signifies low self-esteem .

After the results were revealed, test score for all social and emotional wellbeing as well as self-esteem declined significantly as males 5, 8 and 9 incurred gender-role harassment, which presented an impact to the social and emotional wellbeing and self-esteem of year 12 male participants. Male 5 had a social wellbeing score of 17, emotional wellbeing of 18 out of a possible 40 and a self-esteem of 12 out of possible 30. In comparison to score prior to the physical experiment, where gender-role harassment was absent in which self-esteem for male 5 remained at 28, social wellbeing at 38 and emotional wellbeing at 38. Male 8 had a self-esteem score of 14 out of a possible 30, a social wellbeing score of 19 and an emotional wellbeing of 20 out of a possible 40. In comparison to prior to the physical test, where gender-role harassment was absent, self-esteem remained at 27, social wellbeing remained at 32 and emotional wellbeing at 35. Male 9 had a self-esteem score of 10 out of a possible 30, a social wellbeing score of 16 and an emotional wellbeing score of 18 out of a possible 40. In comparison to prior the physical test, where gender-role harassment was absent, self-esteem remained at 30, social wellbeing at 39 and emotional wellbeing at 40. This clearly demonstrated how male 5, 8 and 9, incurred gender-role harassment due to their non-compliance to masculine identity. Consistent with the research of Kimmel and Mahler (2003 as cited in Pascoe, 2011) gender-role harassment is indeed a factor in high school violence among male students. Within a schooling setting, the research of Berdahl established that a substantial amount of harassment suffered by adolescent males is when their actions and personal traits are considered “not man enough” or judged as “feminine” or “girly” (Pascoe, 2011). Therefore, these results provided ground evidence that the social and emotional wellbeing as well as self-esteem, when confronted with a threat of gender-role harassment comprises its stability.

Focus question 3 pondered on whether some of the year 12 males will form social groups based on common time and exclude those who obtain a time that does not mirror the masculine ideal. And also those who are excluded, have incurred gender-role harassment which in turn cause them a poor social wellbeing. Conclusions from the observations discovered evidence of “group making” where the boys who adhered strongly to the masculine epitome and scored higher on the previous physical test, huddled in a group where they discussed what they had done in the gym, and how much they lift. The boys who met the requirements of the group, socially excluded those who did not meet the requirement. Males 5, 8 and 9 were under the average time, and replicated that of a female score were socially excluded and were refused permission to partake in any social conversation in the group. Within a school setting, the hierarchy of schoolyard friendship for males consists of the more masculine and more dominant male at the top of the hierarchy. These people are considered the “popular” group and attract many people wanting to befriend them, as they are more masculine and more dominant, therefore reputable (Pascoe, 2011). In turn, this allows for the formulation of peer social support networks. Studies show that if the reputation or status of the male is infected, damaged or diminished through gender role harassment, within a schooling setting, support networks of peers diminish because peers of the harassed fear that others will not associate with them for befriending a male who does not live up to the masculine epitome (Pascoe, 2011). Consistent with the current research, the removal of male 5, 8 and 9 support system was in fact due to failure to live up to the masculine ideal. The social wellbeing scores for all three were significantly low, and in turn, this eradicates the harassed males support network, which accounts for an impact and causes a poor social wellbeing of a year 12 male. These results provided ground evidence that the social wellbeing is comprised when males are confronted with gender-role harassment. Within a school setting, the hierarchy of schoolyard friendship for males consists of the more masculine and more dominant male at the top of the hierarchy. These people are considered the “popular” group and attract many people wanting to befriend them, as they are more masculine and more dominant, therefore reputable (Pascoe, 2011). In turn, this allows for the formulation of peer social support networks. Studies show that if the reputation or status of the male is infected, damaged or diminished through gender role harassment, within a schooling setting, support networks of peers diminish because peers of the harassed fear that others will not associate with them for befriending a male who does not live up to the masculine epitome (Pascoe, 2011). Consistent with the current research, the removal of male 5, 8 and 9 support system was in act due to failure to live up to the masculunie ideal. The social wellbeing scores for all three were significantly low, and in turn, this eradicates the harassed males support network, which accounts for an impact and causes a poor social wellbeing of a year 12 male. These results provided ground evidence that the social and emotional wellbeing as well as self-esteem is comprised when males are confronted with gender-role harassment.

Summary and Conclusion

Overall, results provide insight into the probable multiple social, emotional and self-esteem consequences of men’s gender-role harassment and masculinity threat. It is plausible the feedback that the participant had held the dumbbell ‘like a girl’ activated a host of intrusive emotions shame and limited emotional expression, Also intrusive social wellbeing issues including the removal of support networks and social isolation. An impact was served to the self esteem of three male participants (5,8 and 9) who were slouched and spoke in a lower tone. The scaling tests provide clear evidence that gender-role harassment can severely impact the social and emotional wellbeing as well as self-esteem of males who have incurred gender-role harassment, as they scored significantly lower than the average. Before the physical test and the distribution of scores, all males scores were significantly high and proved to be stable and positive. However, after the distribution of scores and the physical test, the males as a population scored significantly lower than the first testing for self-esteem, social and emotional wellbeing. The three proposed questions all deemed to be correct. The research, consistent with the research of others can conclude that the 10 Year 12 males will performed significantly worse on the second scaling test for all self-esteem, social and emotional wellbeing, than the first. Certain males performed even worse, as they have incurred some form of gender-role harassment. The 10 Year 12 males incurred some form of gender-role harassment as soon as the information of the mean and median was released. This in turn impacted the social and emotional wellbeing as well as self-esteem of certain Year 12 males. Some year 12 males formed social groups based on common time and exclude those who obtain a time that does not mirror the masculine ideal. Those who are excluded, incurred gender-role harassment which in turn caused them a poor social wellbeing. Thus, gender role harassment serves an impact on the social and emotional wellbeing as well as self-esteem of year 12 males at High School. Moreover, this research presents an important first step in understanding the social, emotional and self-esteem burden males can experience from gender-role harassment.

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Project Diary

10/10/13 – Today, we received information about the impending Independent Research Project, we also received a booklet of topics to help us select a IRP topic. I also received my society and culture PIP. I knew I wanted to create a topic based around the issue of fatherhood and masculinity particularly after watching my brother-in-law’s reaction to my nephew. My brother-in-law felt a huge amount of stress, however decided not to express his emotion, rather keep it to himself. I wondered why. I also want to study masculinity and harassment within school, particularly after watching the entire school kingdom operate my entire life. I’m confused, and skeptical. I’m interested in both. Both apply well in the two subjects. But I don’t know which one I should do. Ill show my teachers tomorrow. I’m feeling pretty excited

11/10/13 – I decided today that before I rush to decision, ill research the secondary information and decide which has more validated research out there. I found loads and loads of information. One that particularly captured my attention was the article “Dude, You're a Fag: Masculinity and Sexuality in High School, With a New Preface”. It’s a great and its interesting. I can perhaps alter it to undertake the approach of gender-role harassment, rather than sexuality harassment. That can apply well. I found impeccable research on postpartum depression in men, however they aren’t allowed to reveal their emotions due to the socially created idea of “limited emotional expression”, which I find ridiculous. Both fit well. Its now a matter of letting my teachers assist me.

14/10/13- I spoke to my CAFS teacher and she said, the harassment and masculinity topic fits well. She said the topic of masculinity and fatherhood was more of a social and cultural topic. She also suggested altering my harassment and masculinity topic for CAFS that related more to health, rather than social implication. Maybe if I can alter the topic of harassment, and perhaps take a health approach to it, rather than a social. Maybe discuss the impacts this form of harassment has on the holistic wellbeing of an adolescent male. She also suggested I keep the topic narrow , and focus on a specific group, perhaps year 12 males at High. I feel truly passionate about researching. In its infancy, I originally devised an idea revolving around masculinity, and I’m glad that my topic and the secondary research information on the topic is available and ready to go !

15/10/13- The next day, I began remembering the males in my year, and tried to find specific areas to focus on. I remembered that once I was enjoying my chicken sandwich on a peaceful, sunny day, I look to across the field only to notice a group of year 12 male youngsters yelling at their year 12 mate “oh my god, you kick like a girl” “kick it further man, don’t be a girl”. Their mate had a face full of downcast and a motive to prove his masculinity once again by kicking further and harder. This intrigued me. I wondered why he tried to prove his masculinity. I wondered why he had a face full of downcast. As soon as I went home, I surfed the net to find reasons as to why their mate did this. This is fascinating ! I found validated research by an author named Vandello who says that harassment such as “don’t be a girl” impacts self esteem, and can become psychologically taxing for males. Vandello also said gender is a source of social identification and a source of self-esteem. And as a motive to maintain his reputation and status as “masculine” and “manly” he kicked the ball further to prove his masculinity, lift his self-esteem, and restore any social damage. This is all too interesting.

17/10/13 – I asked my sister if I can use her UWS student library card to borrow books and download e-resources. I began ploughing through the UWS e-resources and Campbelltown library for about 3 hours for information, data and opinions of academics. This secondary research uncovered elements of gender role harassment within school, its impacts and various studies that have already been conducted. I found this website http://www.usip.org/guiding-principles-stabilization-and-reconstruction-the-web-version/10-social-well-being which basically desribes how ones social wellbeing might be affected if they are harassed. I feel comfortable with the topic. I also saw my family friend who’s studying psychology. I asked her kindly to define psychological wellbeing and she gave me a very insightful response on what it is as well as how to measure it. I showed her my topic and she weighed her two cents in and gave me very helpful tips on how I can conduct the research. She told me that there may be probably psychological impact, that will impact the males. She assisted me in a hypothesis that is as follows:

Some year 12 males will incur gender role harassment that will be psychologically taxing.

She also offered and allowed me to interview her about the psychological perspective of my results. I’m very excited.

18/10/13 – I received 2 exam notifications today. I will have to leave IRP for a while, then during mid-week 3 to resume researching. I will come back and forth to IRP, however my time and dedication is towards the exams at the present moment.

20/10/13 - I completed my project timeline. I figured that I finish all secondary research by week 4, and start conducting primary research in week 6. It suits accordingly to my assessments. What a relief !

23/10/13 – I designed a study timetable to help assist in time management. I dedicated time today to begin Phase 1 : Project plan. I finished question 1 – 3 , but I’m quite skeptical about question 4, the primary methodologies. I want my research based on experimentation. So I decided to experiment and gain my quantative and qualitative data through that. I decided to test the emotional, psychological as well as self-esteem taxatation that gender-role harassment might have on them through various tests such as the physical strength test, colour (stroop) test, psychological and self-esteem scales as well as questionnaire and interviews. I figured to base my questionnaire and interview around the focus questions of :

What does “a man” look like ?

Do you think this ideal look is necessary to be accepted in your school social group ?

What do you think might happen if a male isn’t accepted in that group, and is considered “feminine” ? Do you think they suffer some psychological damage ?

What characteristics do you think are needed to become “a man” ?

If a male does not posses these characteristics what do you think the outcome might be ?

Have you seen this happen in playground ?

Do you believe this happens ?

Why does it happen ?

Do you think, if this happens, that a man will have low-self esteem, become threatened and will not focus correctly on anything because he may be occupied thinking of a way to restore his masculinity ? Can men cry ?

What happens if they cry ? That’s question 4 done. I also decided that due to my research begin so narrow, that I should use quota sampling and select the subjects based on gender and age. I have already collected an idea of the secondary resources I want. I listed the articles, and along the way, collected some new articles and books for question 5. I have already completed question 7, the timeline, so that question is done. All I need to do is question 6 and 8! YAY!

24/10/13 – Phase 1 nearly complete. Hurray! I typed up question 6 and 8, after excessive thinking. I asked my sister to check it for me, and she located minor grammatical errors, that I soon fixed. I feel like a huge weight lifted off my chest. What a relief !

25/10/13 – After excessive editing from sisters and my own self-criticism, I showed my teacher the draft of Phase 1. I gained precious input and changed the teacher’s suggestions. These suggestions included putting the name of secondary resources that I will be using. I fixed that up and I think its ready to go ! I’m excited!

26/10/13 –I stumbled across this website http://www.ohrc.on.ca/en/sexual-harassment-education-brochure - this website defines gender role harassment in a schooling setting. This website offers statistics as well as examples of recent gender role harassments in a schooling setting. Its great and I’m definitely using it in my research! I included it in my phase 1. Im feeling great and very productive today!

1/11/13 – Phase 1 is due. I’m feeling quite happy and comfortable. I hope to receive great feedback.

3/11/13 - I had researched extensive information about psychological taxation that this form of harassment might have on year 12 males, however found limited information. I was being presented with information I did not want to be confronted with and I was able to think of topics better suited to my interests. From this morbid topic, I decided to enhance it and talk about emotional wellbeing as well. I know our cognitions develop emotions. Cognitions are psychological, therefore there’s a linkage. Also within psychological wellbeing, there are emotional aspects that required in order to maintain a healthy psychological wellbeing. I think its much more academic and validated that way. Ill show my teacher on Tuesday to gain input. I’m nervous, very NERVOUS!

4/11/13 – She said the modified topic was good and better. This was great news ! I began typing my secondary research. I finally reached a decision where I would discuss emotional, psychological and self-esteem issues associated with gender-role harassment. I feel comfortable now.

6/11/13 - I typed my official questionnaire and interview questions. The questions are based on the focus questions above. I feel its academic and ill be able to achieve great qualitative and quantitative data on it. I am very pleased. I had an informal interview with my family friend Manal over facetime that lasted for about 15mins the uni-student studying Psychology at UWS about her perspective of results I sent her through email. I loosely question her on her psychological perspective of the results. In hindsight, a more structured question base would have helped more with these, which I learnedly applied in my formal interview with her. I feel very productive and happy !

7/11/13 – I showed my teacher the questions and she provided suggestions on other great questions I may ask including . She also edited my questionnaire. Her input has made me feel comfortable. I told her I would be conducting the experiment tomorrow and she gave me the tick of approval. I certainly feel glad and satisfied.

8/11/13 – I notified the PDH staff that I would be utilizing the gym for the physical test. They approved but with the exception that I have a teacher in there to supervise. I agreed. The teacher provided me with great tips on how many kgs to use and the stance for the males to stand in whilst holding the dumbbell. The methodologies I completed today was a physical strength test, colour test and various psychological and self-esteem scaling. Also, after this, I handed ou