Developing a Positive Masculinity Approach to Fraternity and Other College Men

Developing a Positive Masculinity Approach to Fraternity and Other College Men

On March 3 of this year, I posted a response to Caitlin Flanagan’s “The Dark Power of Fraternities” to the ACPA Men & Masculinities blog. The post briefly addresses a common occurrence when discussing fraternity life in the American higher education system. Media and commentators frequently highlight troubling statistics and pervasive attitudes that exist within Greek Life; a means to devalue the positive and developmental qualities we claim are espoused by fraternities. This often loud and critical perspective on Greek life creates a need for self-preservation. In the Winter 2014 issue of Perspectives, a publication of the Association of Fraternity/Sorority Advisors, Editor Heather Kirk writes:

When the media picks up an incident that seams sensational or shocking, we swing into reaction mode. ‘How could this happen,’ we ask. ‘What were they thinking?’ ‘Not again.’ Just as often, we say ‘But this is a small population; most of the students do the right thing.’ Or, ‘But fraternities also provide leadership and growth experiences.’ And of course, ‘The media is just trying to sell copies” (pp. 3). 

Kirk adequately describes the current state of affairs within conversations regarding the future of fraternity life in higher education. While we listen to external critics with little knowledge of fraternal structure and transformative experience call for an end to American Greek Life, we develop a “protect our house” defensive mentality that does not serve a productive purpose. In my previous post to the ACPA blog, I state:

Let’s stop debating the pros and cons of fraternity life. We cannot sit down with the statistics of philanthropy dollars raised and the number of sexual violence reports and decide on which overshadows the other. Placing a quantifiable value on each positive and negative action to prove our stance is not only impossible, but [also] harmful to the overall discussion.

While I continue to believe that we spend too much time defending the future of fraternity life, I am inclined to clarify my perspective. The often-hostile back-and-forth that exists between various campus and community partners adds little to the conversation. The time has come to adopt a new perspective on our college men. We must recognize that there are men inside (and out of) fraternities who are exhibiting dangerous behavior and attitudes. While not disguising this fact, it is important to affirm that most men are not responsible for such actions, and many college men add positive value and advance the mission of higher education.

In “Affirming the Strengths in Men: A Positive Masculinity Approach to Assisting Male Clients,” Matt Englar-Carlson and Mark S. Kiselica (2013) note that existing research on masculinity is problem-focused, emphasizing the “deficits of and the difficulties created by men” (pp. 399). When discussing the culture of fraternity men in “Beyond Bad Behaving Brothers,” Harper and Harris (2014) perfectly highlight this deficit-based approach to masculinity, summarizing the popular perspective on college men as follows:

They are drunken, promiscuous, academically disengaged lovers of pornography, sports, and video games who rape women, physically assault each other, vandalize buildings on campus, and dangerously risk their lives pledging sexist, radically exclusive, homophobic fraternities (pp. 703).

When addressing men and masculinities, research and scholars often develop a foundation within the deficit model described by these previous authors. During the 2011-2012 academic year, I was a senior Sociology & Gender Studies major at Washington & Jefferson College. Through the senior capstone experience, I was able to foster a basic understanding of and interest in the area of men and masculinities. While fortunate enough to present my findings, titled Eliminating the Gender Gap: Research into Past and Present Achievement Levels Between Students of Washington and Jefferson College, at the 2012 North Central Student Sociology Conference, the entire focus operated on a deficit model. The paper cited decreasing percentages of males in higher education as well as persistence to graduation, lower participation in campus activities and leadership positions, and extrinsic factors as the motivating force to higher education. While the idea of assigning negative characteristics to masculine identity provides a foundation to the study of college men, we must remember that there are those achieving healthy masculinities and engaging campus opportunities (Harper & Harris, 2014, pp. 704).  

Englar-Carlson and Kiselica (2013) assert that our fixation on viewing men as defective has been culturally fostered through historical notions of success and expectations of gender performance. We assigned positive traits to women, inhibiting the productive conversations we have with our male college students. Through socialization, men are bombarded with biases that reinforce a preconceived lack of healthy and adaptive behavior (pp. 401). In essence, we continue to allow the extreme incidents of a few men to blind us from the empowering and productive experiences of others.

How can we foster the healthy masculinities that exist and promotes cultural competency? Englar Carlson and Kiselica (2013) cite a shift in dialogue to allow all men to understand the standards of which they can achieve. Examples of this shift may include the “protector” role. A historical deconstruction of this image reflects power, dominance over women, and physical strength; however, reframing this to illustrate new understandings of traditional masculinity can mean loyalty, responsibility, and courage (pp. 401-402). Using positive psychology, college men counter stigmatizing language with specifics of where and how healthy masculinity has been enacted. When we change discourse from “bad-dogging,” as Jason Laker would describe it, to conversations on what positive masculinity looks like in a community context, men are not felt to be inherently flawed by birth.

It is important to develop an understanding of a positive masculinity approach to college men before applying this theory to segments of the campus population; however, the same concept noted here can be implemented when fostering development in our fraternal organizations. Just as men are not biologically damaged, fraternities are not organizationally harmful. It is the culture of masculinity that has infiltrated these societies and been allowed to persist over time that must be changed. The foundation of fraternities is to bring together men to share in a common bond while advancing unique values. In theory, fraternities provide a prime space to initiate and test the positive masculinity approach. Refocusing the conversation to how our fraternity men have upheld these immutable principles provide a context to the expectations we require while reinforcing praise when healthy masculinities are achieved.

References:

Englar-Carlson, M. & Kiselica, M. S. (2013, October). Affirming the strengths in men: A

positive Masculinity approach to assisting male clients. Journal of Counseling & Development. Vol. 91, 399-409

Harris III, F. & Harper, S. R. (2014). Beyond bad behaving brothers: Productive

performances of masculinities among college fraternity men. International Journal of Qualitative Studies in Education. Vol. 27, No. 6., pp. 703-723.

Kirk, H. M. (2014). Editor’s Note. Perspectives. Association of Fraternity/

Sorority Advisors. Winter. pp 3.

About the Author

Mike Prinkey serves as the Area Coordinator for Student Conduct under Residential Life & Student Activities at Champlain College. While studying Higher Education Administration at Northeastern University, Mike was the Program Assistant for the Office of Fraternities, Sororities & Independent Living Groups at the Massachusetts Institute of Technology, as well as the Graduate Assistant to the Office of Multicultural Student Affairs & GLBTQ Resources at Emerson College. Mike is a proud alum of the Alpha Tau Omega Fraternity from Washington & Jefferson College.

You can contact Mike through:

Email: michaelcprinkey@gmail.com

Twitter: @McPrinkey

Education of Masculinities Through Video Games

“BOOM, headshot!” can be heard echoing down the hallways of many homes, residential halls, and apartments complexes as adolescents and emerging adults go on a virtual shooting rampage with their friends in the latest video game to be released. While this may sounds terrifying to some, the reality is, it is happening. It’s no secret that that these games are now a common everyday activity that many men participate in. In a week, men play an average of about 13 hours of video games (Kimmel, 2008). Our new generation of students has always had technology in their lives, and it’s important to remember from here on out, they always will. Video games are beginning to fall to the front and center of the media as one of these technologies, but the question is, for better or worse? Blamed for escalation of violence in our youth, video games have been a defining influence in many of our students today (Kimmel, 2008). I urge our current and future educators to not focus their energy on stopping this industry, but instead to focus their aim on helping men understand their own development of masculinities.

            It is important to first recognize what values and societal expectations are being portrayed within these games. Think of a video game character. Odds are the character that you just thought of, was a heroic male. This is because predominantly male characters are the stars of the game. Let’s take Mario for example. Mario is the well-known plumber who has set off from the ‘Mushroom Kingdom’ to save the princess from Bowser, the main antagonist of the series, no matter what obstacle stands in his way (McLaughlin, 2010). It is in this way that gamers from a young age get an idea of what it means to be a man. The notion that they are expected to be brave and self-sacrificing is strongly emphasized within these games and throughout all media as a whole. Because of this, there is an unspoken expectation within society for men to take on these roles. This can be particularly stressful for men who are not yet ready to be a leader, but feel the pressure to step up.

            It seems now that every hero needs his “damsel in distress.” It is very common that games have females who portray this role. Thus, women are projected as objects of desire for men to seek out. Objectification of women through these games gives some men the sense that they are superior and creates a false sense of what women want from a guy and perpetuates the assumption that all men identify as heterosexual. Men’s perceptions become skewed and what they expect is not always what they get in real life. Family Guy, a popular cartoon targeted at young adults, depicts this discrepancy in a brief clip using the popularMario character discussed before.  Beyond this, woman are often used as sex symbols for men. Perfect slim, hourglass shaped bodies, large breasts, and a flirtatious personality are all the essentials of a well-liked female character. Often a side character, these females usually have clothes that show off their sex appeal.  These images become ingrained in many men’s mind as what women should look like. Though often unrealistic, it is no secret that sex sells. With men as the primary consumer, there is little chance that these depictions are changing anytime soon. 

             Another expectation that is portrayed in video games is that men become super macho killing machines. Popular games, such as Gears of War and Halo, have an emphasis on strong male protagonists with game play focused content of shooting and killing the “bad guys” with a variety of violent weapons. What draws men to these games? Power. Power is the value that is being illustrated in these games (Kimmel, 2008). What feels more powerful then picking up a rocket launcher and firing it at a crowd of enemy monsters? The answer is, probably not a whole lot. In real life, many of these men perceive that they have very little power or control over where they are or what they are doing in their lives (Kimmel, 2008). Thus, the video game becomes an outlet for them to feel the power and control they are missing in their own lives.  While this is probably not the reason for violent behavior itself, the fact remains that these games help construct a fictional reality of what it means to be man. 

            Who are these “guys” anyways? The way we describe them makes them sound like sex crazed, ruthless monsters. It might be surprising to find out that these killing machines are the stunning good-looking men featured here.

Looks are everything these days. Almost all the heroes of these stories are physically perfect. Being athletic, muscular, having six pack abs, and stunning smile are all the must haves of a lead character. But what does this image of an overly perfect body mean for the development of our youth. Studies have shown that men have similar body issues as females, but in different ways. Men seek the muscular physique that is so openly displayed in these games (Harper and Harris, 2010). Many underweight men view themselves as less desirable, felt as though they were more likely to be rejected, and were often found to be lonelier  (Harper and Harris, 2010). We must recognize that body issues are become increasingly prevalent in men, and video games are just one of the many media outlets that contribute to this type of thinking.

            Video games are evolving and rather then working against them, we, as college student educators, should be working with them. It will be impossible to instantly change the culture of the gaming industry, but it is not impossible to change the way men critically think about their own identity in relation to the games they are playing. I suggest 3 simple steps that will engage guys in their own development of masculinities through video games.

1.      Relate and understand the games that they are playing. Nothing is more off putting then someone trying to make a point on a subject matter they don’t know well. Take time to ask questions or independently research popular games, so that you can discuss things on their level. Knowing the details makes you more relatable and opens the lines of communication. If they start talking about something you don’t know, ask them to explain.  This places you in their playing field.

2.      Facilitate a discussion with them. Find out how they view the character’s roles, the story, and what they enjoy about it. This is a time for them to teach you about the game on a personal level.  Give them time to talk. Just through them talking alone they may pick up on some of the stereotypes and stigmas that are hidden throughout games. This will allow them to personally reflect on their own thoughts and opinions.

3.      Educate them about how you perceive characters and aspects of the game, and take some time to point things out that you see things differently. Get them actively engaged in the conversation, and have them discuss how they see things differently. The age of an individual is a major factor in the amount influence a game can have. Because of this, it is important to discuss how different ages may warrant different conversations.

            There is no way that, as an educator, you will be able to teach every guy everything you want to about this topic and completely open their eyes to everything that is being ingrained in their minds. But we can slowly make change if we try and engage these men in critically analyzing what they are being exposed to. As they set their aim on other players, we should be taking our best shot at getting them proactive at recognizing the depiction of masculinities in these games.

 

Kyle McAuliffe is currently an Academic Support Coordinator at the University of Maine for the Department of Residence Life.  After receiving his BA in Psychology at the University of Maine, he decided to return for graduate school in the Master’s program in Student Development in Higher Education.

References

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

KANOMI. (2013). Retrieved from http://metagearsolid.org/2012/04/mgs2-review-            chapter-1/female-video-game-characters/

Kimmel, M. (2008).  Guyland: The perilous world where boys become men.  New York, NY:
            Harper.

McLaughlin, R. (2010). IGN persents the history of Super Mario Bros. It’s-a Mario! A look back on the greatest franchise in gaming. Retrieved from http://www.ign.com/articles/2010/09/14/ign-presents-the-history-of-super-mario-bros?page=1

YSAFE. (2013). Retrieved from http://iheartbeingagirl.blogspot.com.es/2013/03/why-so-many-
            videogame-characters-look_19.html

 

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

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^[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