Men’s Fear of Femininity: Discussing the Media’s Perceptions of Masculinity with College Men

From early childhood into adulthood, young people are constantly bombarded with media advertisements showing them what behaviors are and are not socially acceptable. Advertisers push negative gender norms into the homes, residence halls, bars, and fraternity houses of our college men. Take into consideration the highly controversial Dr. Pepper 10 commercial, which presents its product in a hyper-masculine way. This commercial gives a stereotypical view of what it means to be a man. Thankfully, with some negatively stereotyped commercials, there are also positive ones that exist. Guinness, a popular beer company, recently released a heartwarming commercial with positive role models of masculinity. One way or another, both commercials address the fear of femininity many young men face today. This blog post serves to provide higher education professionals a way to confront negative male gender norms with a group of young men.

            Davis, LaPrad, and Dixon (2011) promote the use of men’s groups on college campuses to educate young men about male gender norms. The important keys to this chapter are education and communication in a group setting. Although presenting the Dr. Pepper and Guinness commercials on an individual basis may be helpful in talking about masculinity, confronting this issue via media might be more effective within a men’s group. The authors claim “the men’s group movement has been an attempt to provide the space for men to reflect on socially prescribed roles and help men reach a healthier, self-authored identity” (Davis, LaPrad, & Dixon, 2011, p. 152). This setting allows young men to talk about what they observe in the two commercials; at the same time, higher education professionals can educate them about masculinities. According to the authors, a great way to spark conversations “about hegemonic masculinity is to use commercials, television shows, and popular movies to illustrate how messages about gender are sold” (Davis et al., 2011, p. 155).

            Davis (2004) states, “using entertainment media to deconstruct powerful sex-role messages is an ideal method for promoting learning about gender identity development” (Davis, 2004, p. 50). Although Davis focuses on this learning in a classroom setting, I believe his methods could apply to something like a men’s group meeting. By showing the different ideas of masculinities presented in the Dr. Pepper and Guinness advertisements, perhaps student affairs professionals can explain society’s influence on young men, which often reinforces negative gender norms. Davis (2004) encourages educators to have their students critique the media, such as our commercials, in order to become “a critical consumer of potentially dysfunctional messages” (Davis, 2004, p. 52). In order to demonstrate this idea, I have critiqued and compared the Dr. Pepper and Guinness commercials in regards to their presentations of femininity.

            The main difference of these two commercials is how they each portray men’s fear of femininity. Kimmel and Davis (2011) give a brief overview of O’Neil’s gender role conflict, which basically states that people learn from society how to act based on their gender. They claim that “at the heart of men’s conflict is the fear of femininity” (Kimmel & Davis, 2011, p. 7). According to this fear, anything that may appear to be a feminine act lessens a man’s masculinity. To be a part of the male gender, men cannot show emotions or compassion and must act tough and strong (Kimmel & Davis, 2011). Kimmel and Davis (2011) stress that any sign of weakness makes men seem less ‘manly.’ By watching these commercials in men’s groups, higher education professionals can show college men how the fear or acceptance of femininity play out in each commercial.

            The Dr. Pepper 10 commercial takes place in a stereotypical action adventure movie.^[1] The characters are dressed in army fatigues, have ridiculously large laser guns, flaunt their strong muscles, and yell at the audience in their deep overpowering voices. The main character directs his dialogue to women. After asking them if they are enjoying the movie, the character assumes the female audience is unimpressed. He claims that “this is our movie,” meaning a movie for men (Jakthelombax mar, 2011). He then goes on to say that Dr. Pepper 10 is a man’s drink—even with its fewer “manly calories… It’s what guys want” (Jakthelombax mar, 2011). After a few more explosions, the commercial ends with the sentence, “Dr. Pepper 10, it’s not for women” (Jakthelombax mar, 2011).

[Insert Video #1 link here: http://www.youtube.com/watch?v=Zza3GqEL5B0]

            The main takeaway from this commercial is the constant fear of femininity. According to the Dr. Pepper 10 commercial, men that drink Diet Dr. Pepper are more ‘manly’ than those who abstain. The overuse of violence in this commercial assumes all young men are obsessed with trucks, guns, and big explosions. According to societal gender norms, all these things are the farthest from feminine. Through violent acts men step away from the feminine and towards the masculine. It is upsetting that advertisers believe the only way to get men to buy their product is by constantly reaffirming it is not a “lady drink” (Jakthelombax mar, 2011). At every turn of this commercial, there is reassurance that Dr. Pepper 10 is not a feminine drink. This commercial reinforces the fear of femininity in two ways. First, the commercial exploits violent acts and images. Second, it promotes the beverage as ‘manly’ or not for women.

            In contrast, Guinness presents an uncharacteristically heartfelt beer commercial.^[2] Viewers would not know they are watching a beer commercial until the last few seconds of the commercial. The first scene begins in the middle of a fierce, yet good-hearted wheelchair basketball game. The young men in the wheelchairs are shown crashing into one another and falling to the ground, while yelling encouragements at teammates. As the game ends, all the men but one get out of their wheelchairs and leave the gym together. This simple commercial has little to no dialogue between characters, rather there is a man voicing-over with these simple words: “Dedication, loyalty…friendship” (Guinness, 2013). The commercial ends with the young men all gathered in a bar drinking Guinness, while the voiceover continues, “the choices we make reveal the true nature of our character” (Guinness, 2013).

[Insert Video #2 link here: http://www.youtube.com/watch?v=Au8Y98Rgxbk]

            As opposed to the Dr. Pepper commercial, the Guinness advertisement seems to reject traditional hegemonic views of masculinity because the characters embrace weaknesses and emotions. It shows young men that being disabled is not a form of weakness, while emphasizing the fact that young men should not be discouraged by feeling weak or helpless. The young men that are not disabled accept their friend’s disability, and the weakness his disability produces by playing basketball in wheelchairs. Even though there is a sense of competitiveness, this quality is not presented in a negative light. Essentially, the commercial promotes an emotional connection between close male friends, feelings usually reserved for women. Although playing basketball and going for beers promote a distinct form of masculinity, the characters of this commercial also show emotional connection with one another. This connection is never explicitly stated, but silently understood. The most important part of this commercial is the statement, “The choices we make reveal the true nature of our character” (Guinness, 2013). This message encourages young men to be better than society’s strictly enforced gendered roles.

            With these critiques in mind, student affairs professionals can present these two commercials to young men and gauge how they feel masculinity was displayed in each. Engaging in conversation about the differences between these two commercials can show young

---

^[1] It must be noted that this commercial attempts to get men drinking diet soda drinks, which could be better for their health. Regardless, I think the ulterior message gets lost in the overbearing nature of the characters and the situation.

^[2] It must be noted that the act of playing basketball and drinking beer depicts a specific type of masculinity, but I believe the message behind this commercial is stronger than the generalized masculinity. This commercial is not perfect, but compared to the Dr. Pepper commercial could be a better model for young men in the long run. 

References

Davis, T. (2004). Using entertainment media to inform student affairs teaching and practice

            related to sex and gender. New Directions for Student Services, 2004, 49-59.          Doi: 10.1002/ss.141

Davis, T., LaPrad, J., & Dixon, S. (2011). Masculinities reviewed and reinterpreted: Using a         critical approach to working with men in groups. In J. A. Laker, & T. Davis (Eds.),        Masculinities in higher education: Theoretical and practical considerations (pp. 147-            160). New York, NY: Routledge.

Guinness. (2013, September 9). Guinness basketball commercial [video file]. Available from

            http://www.youtube.com/watch?v=Au8Y98Rgxbk

Kimmel, M. S., & Davis, T. (2011). Mapping guyland in college. In J. A. Laker & T. Davis           (Eds.), Masculinities in higher education: Theoretical and practical considerations (pp.      3-15). New York, NY: Routledge.

Jakthelombax mar. (2011, November 30). Dr Pepper TEN action commercial [video file].            Available from http://www.youtube.com/watch?v=Zza3GqEL5B0

Marie Elena Castellano is currently a first-year graduate student in the University of Maine’s Higher Education Program. She graduated from the Catholic University of America in May 2013 with a BA in History. She serves as the Graduate Assistant for the Higher Education Program at UMaine. In this position, she assists with program recruitment and faculty research.You can connect with Marie Elena on Twitter @lenacast91

A Different Kind of Superhero

What types of roles do men feel that they must take in our society today? If they are anything like what society expects a “normal” man to be, men will try to strive for being a “superhero” type figure, a Marvel character sketched into a 20-page comic book. Take a look at the strips above and take a moment to think of what this representation may indicate for men.

The way in which you may view these images in comparison to others may vary. I am assuming, however, they might all be along the same lines of what a typical Superhero stands for: a strong man.

The Gender Role Conflict (GRC) is a “psychological state where gender roles have negative consequences or impact on a person or others” (O’Neil, Helms, Gable, David & Wrightsman, 2010 p.32).  The GRC model can be identified in six patterns that relate to societal gender role norms and the fear of men being seen as less masculine. The six patterns are identified as being restrictive emotionality, homophobia, socialized control, power and competition, restrictive sexual and affectional behavior, obsession with achievement and success and health care problems (O’Neil et al., 2010, p.34). This model is important to identify because of the significance in understanding that social expectations of gender behaviors have an effect on both men and women. Specifically within our focus here is the effect that it may have on college men and their willingness to ask for help when they need it. From the six patterns above we conclude that the fear of appearing less masculine is related to the vocalization, or lack thereof, of feelings and the display of emotions in men. In other words, college men are socialized to believe that they should be strong enough to handle everything on their own.

Being reluctant to show or express feelings may be related to whether or not services for all students in higher education are being used. I propose that there are disparities in men seeking help among academic and psychological services due to the desire to conform to societal gender normal behaviors. Taking into consideration the roles of being “masculine” in society today, men may feel that they are capable of handling issues on their own. Therefore, they do not seek the help available to them on college campuses. As higher education professionals, we should keep in mind that young men are socialized to feel as though they cannot reach out for help; this is also deeply connected to the programming opportunities we create for our students on campus.

We must begin this movement by taking a look at the services offered in higher education and how students are utilizing them based on this gender role ideology.  Due in part to societal norms, Harper and Harris III (2010) offer that the focus on “gender” issues in the higher education setting is seen as disproportionate between genders (p.5), and typically we observe that services on campus are geared toward only one gender: Female. How does this affect our male students? Are we paying attention to their needs adequately?

A number of scholars have completed research investigating the issue of men utilizing services in the higher education setting. Glenn Good and Philip Wood (1995) and David Wimer and Ronald Levant’s  (2011) provide two research perspectives that help to reinforce the disparity among undergraduate men today. In their study, Wimer and Levant (2011) found that undergraduate men largely avoided help-seeking behaviors in relation to academic services (p. 256). Similarly, Good and Wood (1995) found that male gender role conflict has a direct relation to help seeking attitudes and its relationship to depression (p. 72).

It is evident from the research mentioned above that there is a variance in the likelihood of men utilizing on campus resources to assist with emotional, psychological or academic issues. However, it is important to know that we cannot generalize this for all male students due to the individuality of each student and how they view these services. It is also important to note that some schools or universities may not offer such programs at all to assist with needs of their entire student population. Something that I have observed being a graduate of a large public university and a community college, is that the smaller institutions or primarily commuter-driven schools may not offer the same services that their larger counterparts do. Large institutions that may require certain populations to live on campus may have to accommodate for these additional services to aid in their development.

Despite the fact that all male students are not the same, we are not hindered in acknowledging the social expectations of men that are visible in society every day. In our College Men and Masculinities class at the University of Maine, we conducted an in-class project on our very first day. We were instructed to identify expectations of men in our society today. You may be familiar with this project as it is commonly called “The Man Box” activity. From our class discussion, we identified ways that society thinks a man should act. Our answers were centered around men being viewed as having to be a provider, not showing or expressing feelings, not acting feminine, not showing weakness and always having to be strong to name a few. I think the last point is important to look at. What does being strong mean for a man?

For some, the image of a strong man may point straight to those superhero figures: The Batman, Spiderman and Iron Man etc. Notice that all of the names include the word man…? For others, it may mean that they must go to the gym and have big muscles so that they can get lots of attention and be seen as attractive to others. On another hand, this idea of being “strong” may mean something totally different. Could that internal definition of “strong” mean that they have to be brave enough to fight their battles alone? That they have to be strong enough to deal with their issues and not let others in to help? This is important to take into consideration, because of the possibility that internal battles may end up affecting the health and well being of the individual. Will the choice then be to seek help because of no other available options?

I believe the notion to be a strong man is something that higher educations professionals can witness in our own lives, especially within our interactions with the student body. Personally, I see this in reference to men in my own life when men are dealing with an illness, be it physical or mental. They don’t want to seem weak and rarely seek help by professionals to heal them. However, I also have seen this in relation to academics in my undergraduate setting at the University of North Carolina at Charlotte. Working as a peer mentor with students who were on academic probation, I was assigned four mentees, all of whom were first year men. Often times during our weekly mentee meetings, they would sit quietly in the corner as I tried to get them to talk about issues they were having with their classes and what we could do to fix those issues. Even though they were on academic probation and a semester away from being kicked out of the university, most were not receptive to the help. I would always ask myself, “Why are they so hesitant to utilize their resources on campus?” They made it seem as though they weren't struggling even though I knew they were.

I think that the above question should be looked at more frequently in higher education and then addressed accordingly. Thoughts about men in relation to help-seeking can be witnessed in many of our own lives, whether it be through the students, our fathers, friends, or even significant others. Because society holds men to such high standards, we think that they aren’t struggling and in turn don’t need the help. What if they are struggling and do need help?

The importance of services being available is valuable to discuss because of the growing need for these types of programs to assist the individuals. While certain societal expectations of men are to be strong, sometimes that is not always the case. Programs should be readily available and encouraged for men, but also to all students so that there are not negative attitudes toward gender, race, sexual orientation or any other identity in college students today. As higher education professionals, we need to pay attention to the needs of all students, regardless of their identifications and help them seek out the services that they need.

We should also encourage and educate students to be aware of socially generated expectations when it comes to gender, race, sexual orientation, etc., and encourage them to think outside of the “box.” Not all men are “superheroes” or conform to the “man box” expectations of how they should think and act. That is okay. Likewise, it is also okay for them to ask for help. It is time that we teach our students that there are social role implications that play out for everyone, but each one of us can be a different kind of superhero when it comes to breaking these stereotypes. Through encouragement and availability, we can help students get to where they need to be whether they are asking for it or not.

References:

Good, G.E., & Wood, P.K. (1995). Male gender role conflict, depression, and help seeking: Do
            college men face double jeopardy?. Journal of Counseling & Development. 74(1). 70-75.

Harper, S. R. & Harris, F., III (2010).  College men and masculinities: Theory, research, and
            implications for practice.  San Francisco, CA: Jossey-Bass.

O’Neil, J.M., Helms, B.J., Gable, R.K., David, L. & Wrightsman, L.S., Gender role conflict
            scale: College men’s fear of femininity as cited in Harper, S. R. & Harris, F., III (2010). 
            College men and masculinities: Theory, research, and implications for practice.  San
            Francisco, CA: Jossey-Bass.

Wimer, D. J., & Levant, R. F. (2011). The relation of masculinity and help-seeking style with the
            academic help-seeking behavior of college men. Journal of Men's Studies, 19(3), 256-
            274.

Leana Zona is currently a first-year graduate student in the University of Maine’s Student Development in Higher Education program.  She graduated from the University of North Carolina, Charlotte.  She serves as the GA for the Campus Activities Board in the Office of Campus Activities and Student Engagement at UMaine.