Masculine Thinking and School Violence: Issues of Gender and Race (From Violence in American Schools: A Practical Guide for Counselors, P 89-108, 2000, Daya Singh Sandhu and Cheryl Blalock Aspy, eds. -- See NCJ-185486)

• NCJ Number: 185491
• Author(s): Lissa J. Yogan; Stuart Henry
• Date Published: 2000
• Length: 20 pages
• Sale Source: American Counseling Assoc
• Publication Format: Book (Softbound)
• Publication Type: Collected Work
• Language: English
• Country: United States of America

Annotation

The authors contend that high- profile school violence, like violence in general, is directly related to intersections between structural inequalities, gender, and race and that this confluence of social forces provides the formative context of the thinking processes and the moral referents of young people.

Abstract

The authors look at Kohlberg's model of moral development, a model developed and researched primarily using white male participants, and at Gilligan's gender-informed challenge to this model. They also consider agents of socialization and the construction of gender and race; dealing with masculinity in the context of shame, strain, and violence; socialization and alienation in schools; and peer socialization, subculture, and neutralizing morality. Implications of structural and cultural forces, as mediated by gender and race, are discussed, as well as the impact of socialization processes that reflect and reinforce gender and race differences. The authors also explore the development of masculine identity through the process of socialization, the internalization of shame and anger that builds when adolescent males cannot escape their gender construction, and the role of school counselors in reducing alienation and violence in schools. 39 references