Abstract:
This paper begins with a discussion of traditional masculine performances that contribute to aggressive behaviour for boys in an education suspension program (ESP). On one hand sociological researchers have proposed that aggression stems from marginalisation defined as the relationship between masculinities in dominant and subordinated classes and racial groups. On the other hand, some psychological researchers argue that aggression in adolescent males is due to biological impulses. We have often heard that "men are innately angry," "all Year 9 boys are like this," or "anger has an evolutionary function for men." While these biologically determined views go some way to acknowledge that it is often men who display anger in certain obvious ways, it leaves few options for response. These ideas contribute more to feelings of hopelessness than creative conversations.
The boys in the present study expressed views that appeared to be more in line with the sociological than the psychological/biological perspective. Their aggressive reactions focused on authority and accentuated dominant forms of masculinities as defined by certain behaviours. Throughout this paper, the boys' narratives provide a context for discussing power in relation to male identity. The interviews with the boys were designed to probe violence and the impact of violence in their lives. In this section of the narrative the boys talked about the violence they experienced in a number of social contexts, that is, as witnesses or victims to family violence, victims or observers of peer violence, or simply as perpetrators of violent acts themselves. The boys appeared not to have defined clear boundaries between playing, harassment, and abuse.
The following questions shaped the interviews with the boys, each question is categorised in each literature areas. The following questions were this basis for discussion in this paper:
• How does the boys anger relate to the social construction of masculinity? (sociology)
• In what contexts does violence appear? (psychology, sociology)
• How might violence be used to exercise domination and control? (psychology, sociology)
• What can we do to prevent violence? (psychology, sociology)
• How does anger relate to a broader culture of violence? (psychology, sociology)
• How are "meanings" of violence socially constructed and can vary in different contexts (psychology, sociology).
The boys in the present study expressed views that appeared to be more in line with the sociological than the psychological/biological perspective. Their aggressive reactions focused on authority and accentuated dominant forms of masculinities as defined by certain behaviours. Throughout this paper, the boys' narratives provide a context for discussing power in relation to male identity. The interviews with the boys were designed to probe violence and the impact of violence in their lives. In this section of the narrative the boys talked about the violence they experienced in a number of social contexts, that is, as witnesses or victims to family violence, victims or observers of peer violence, or simply as perpetrators of violent acts themselves. The boys appeared not to have defined clear boundaries between playing, harassment, and abuse.
The following questions shaped the interviews with the boys, each question is categorised in each literature areas. The following questions were this basis for discussion in this paper:
• How does the boys anger relate to the social construction of masculinity? (sociology)
• In what contexts does violence appear? (psychology, sociology)
• How might violence be used to exercise domination and control? (psychology, sociology)
• What can we do to prevent violence? (psychology, sociology)
• How does anger relate to a broader culture of violence? (psychology, sociology)
• How are "meanings" of violence socially constructed and can vary in different contexts (psychology, sociology).