Dude You Re A Fag Summary

I appreciate the author’s attempt to fully submerse herself back into an adolescent mindset in order to understand the complex issues of masculinity, sexuality and gender

The United States is made up of an astounding assortment of people of all different types, boasting one of the most diverse populations compared to anywhere around the world. Of these different peoples, toxic masculinity affects each group differently, with an especially profound effect to be found when studying those who identify as Latin- or Hispanic-American. While attempting to homogenize the many unique and beautiful facets of various Latin and Hispanic cultures is a disservice, they tend to share many traits which can be simplified, including their ideas on gender roles. In many Hispanic cultures, there are strong gender roles and ideas about gender that are traditionally built into every aspect of the culture, especially in the form of “machismo”, or the Hispanic ideas of masculinity. In some cultures, “…women are supposedly submissive… men are characterized by verbal and bodily aggression… and sexual dominance,” (Cantú 150). When combined with the gendered expectations and stereotypes that are increasingly prevalent in American culture, young Hispanic-American boys are growing up with an overwhelming volume of standards being impressed upon them from all sides. This same phenomenon can be seen again in African-American communities and cultures, with the already painfully present standards of white American masculinity being taken to another level by a culture which serves to pile on an even stricter set of standards on to its men. As with the Latin American ideas of

In the article “Dude you’re a fag; Adolescent masculinity and the fag discourse” C.J Pascoe addresses American adolescent boys learning to become masculine through the rejection of the fag identity. Masculinity and sexuality are embedded with the word faggot. This article focuses on the challenges of the relationships between homophobia and masculinity. This article points out three arguments that focus on homophobia demonstrating that the fag is not only an identity linked to homosexual boys, but an identify that can temporarily adhere to heterosexual boys as well and highlighting the radicalized nature of the fag as a disciplinary mechanism. Homophobia is usually used to describe ways that boys aggressively tease each other, girls do not harass each other this way and they often aren’t embarrassed in the same manner. Pascoe provides examples of how the fag discourse is radicalized and that failing at the masculine tasks of competence reveals weakness and femininity with sexual identity.

This enables them to become equipped with the skills, knowledge and understanding to live safe, healthy, positive lives as they grow up.

Pascoe discusses how masculinity can function as a regulatory mechanism of gender in American adolescent boys. It has been found that the word ‘fag’ is not necessarily directed at a homosexual boy, but has taken on a new meaning in school age boys. It is being used as a disciplinary mechanism to police certain behaviors “out of fear of having the fag identity permanently” (Pascoe p.330). This kind of teasing and harassment can temporarily be place on any boy who shows signs of weakness or femininity. The high schoolers in the study told Pascoe that calling someone a fag was like telling them they were nothing or stupid (Pascoe p. 335). Boys could be called a fag for anything that he did that was opposite of masculine, even when it had nothing to do with his sexual preference. The fag discourse seemed to be just another way for the contest of masculinity to take

Race and gender are two facets that inherently dominate individuals everyday lives. A person’s social environment, work environment, and educational environment is congruent to their race and gender. From birth, it has been set up that everyone is assigned to a label. A pink or blue blanket is swaddled around a newborn child and a box is checked signifying that child’s place in society. These two actions ultimately define how a child is to be viewed and treated. As children grow into young adults they either decide to stick with their original assignment, while others decide to deviate from it. These individuals deviation results in many of them being viewed harshly and looked down upon because they strayed from their social norms. This constant cycle of being classified and labeled from birth is the social institution of gender and race. These social institutions aid in the inequality that is present in society, and race and gender are shaped by this. However, if these social institutions were removed, race and gender could dissipate. This is due to the fact that race and gender are not real, but are socially constructed concepts used to organize the power, or dominance, within our society to one social group over the other groups.

Society’s understanding of gender roles debate about gender equity and have always been connected to the social roles that men and women we assigned to shape Americans views of education for girls and boys. What has also been affected is race and social class between females and males who attend schools. Ideas of what women and men are suppose to be and do have cut across different classifications. Ending unfairness in schools has rested on change to gender roles mainly women.

The book provides excellent guidance for those looking to impact the lives of teenagers. In the

In Guyland, Michael Kimmel chronicles the journey of young males and the issues they face while trying to exert their masculinity and prove themselves to their peers. Based on interactions among North American males between the ages of 16 and 26, Kimmel has found that at an age where young men had previously prepped for a life of work and committed relationships, they are now living in “Guyland” where they spend their time drinking, playing video games, and having immature relations with women. Kimmel explains that these young men are “frighteningly dependent on peer culture” and “desperate to prove their masculinity in the eyes of other boys.” (30) These young men live in constant fear that they will not measure up to the ideals of

One idea is teens can work on their social skills and eventually their social skills will be able to open up opportunities for them. A person could be the smartest person in the world, but if they had

Citation: Armstrong, E. A. et al. ""Good Girls": Gender, Social Class, And Slut Discourse On Campus". Social Psychology Quarterly 77.2 (2014): 100-122. Web. 17 Feb. 2016.

High school, the best years of your life with everyday shaping and molding you from a feminine boy to becoming a respectable masculine adult, in truth its surviving everyday without being called a fag. In C.J. Pascoe’s ethnography she examines the dynamics of masculinity carefully exploring gender conformity that’s extracted from a collection of humiliations, fears and anxieties among high school boys. Within the eighteen months that Pascoe tediously studied the students of River High, she opened my mind to reminisce about my high school years at El Capitan. From the pep rallies in the gym to the weight room discussions, however, Pascoe’s research expressed a deeper meaning to the formation of gender identities in

Collins, L., & Barnes, S. L. (2014). Observing privilege: Examining race, class, and gender in

Race, Class and Gender issues are commonly brought up. Throughout history many groups have been stigmatized not just for their race, but for their sex, and class as well. People of lower class incomes get slandered for where they live and for not having the economical means to purchase most common goods. Women have been considered the weaker sex for centuries, and currently, some of the old fashioned and ignorant theories on women being subordinate to men prevail.

In Privilege, Shamus Khan examines how the once exclusively prestigious boarding school, St. Paul’s, is now open to a more diverse influx of elite students. This includes lower income individuals, nonwhites, and women. Even with this newfound openness, there is still a persisting inequity present. One prominent type of inequality at the institution is the gender differences displayed. These gender inequities are evident through the double standards of academic achievement and the portrayal of sexuality of the girls at St. Paul’s.