C.J. Pascoe discuses how in River high the topics of gender and sexuality are something strange or taboo, when it comes to the students. We are able to see how when the students performed the skit, they had certain roles that represented something about the way they saw sexuality in their age group. To them, the ‘ideal’ teenage boys would have to be muscular and not show any signs of what to them was ‘femininity’. The nerds were considered to be less due to the way they looked, and not based on who they really were. But as soon as they changed their physical appearance they were more accepted and looked at as ‘cool’. the reaction of the crowd also showed how other students agreed with this stereotype of the perfect guy. But to me it seems like they were just a reflection of what the older staff and administration had not taught them. Whenever we think of high school, we think of a place where kids go to learn and get to know themselves more. In the case of River high, students were treated like they did not have the right to know themselves more and know how different things could be with more knowledge about sexuality and gender. The principal wanted to treat the topic of sex with a blind eye to the adults. Instead of educating the students by an adult, he wanted to keep adults and students from talking to each other about the topic when in reality, the kids needed to hear from an adult how serious and delicate the topic/act of sex really is. Adults should not be keeping sex and sexuality something to be ashamed of, in fact kids need to learn from adults how the topic should be handled and approached with more respect.
The students at River High are taught and conditioned to behave in a formatted way that perpetuates heterosexuality and actively creates differences in male and female students to do so. In general, schools institutionalize hetero-normative activities both activity through policies and subliminally through everyday socializing (Pascoe, 2007: 26).
At River High, Ms. Mac teased two students, a boy and a girl, walking in late together and talking. The tease defined heterosexuality suggesting a relationship that is sexually charged between these two students (Pascoe, 2007: 31). She is supporting the ideal that a proper relationship should be between two people of the opposite gender who do not deviate from their assigned gender roles.
In one of Ms. Mac’s classes she had to collect condoms being handed out to other students (Pascoe, 2007: 34). She, a faculty member, was denying students the access to an item that would help them have safer sex. This is one of many examples of school employees contradicting themselves in that they will perpetual heterosexuality, but not allow the act of sex, or simply pretend it was non-existent.
Teachers constantly ignore homophobic comments. Such comments are displays of dominance and a means to define what isn’t desirable, or normal (homosexuality) (Pascoe, 2007: 36). Mr. McNally rebuked direct/declarative homophobic comments such as using “gay” synonymously to “stupid”. He still engaged students in homophobic comments subliminally when he teased a student that suggested he was going to engage in homosexual activities. These homophobic tendencies were used as way to get around being directly offensive and still achieve the perpetuation of heterosexuality as the accepted norm.
Dances allowed students to be sexual promiscuous and promote the differences in masculinity and femininity. At these events, females were able to show their availability and desire to be sexual objects by taking off their clothes (Pascoe, 2007: 42). The regulation of these events by the school shows how they were interested in both the allowing sexism, but at the same time restricting sexual activity.
We can conclude that River High is an example that denying students open discussion of sexual activity, but promoting a heterosexual culture can coexist.
C.J. Pascoe elaborates on how students and faculties within the school can impact on gender and sexuality. There are certain cultural meanings that determine what each gender can do and when challenging them, it questions your sexuality. If you do not do what you are “supposed” to do, then you are no longer considered heterosexual rather you become a homosexual. However, something to keep in mind is that these stereotypes should not matter and do not define gender and sexuality. These stereotypes come up between our peers and administrators that we do not pick up sometimes subconsciously.
People are set up to do certain things based on their genders and these are stereotypes. Most of the times gender stereotypes are perceived to be universal, but Pascoe admits that gender stereotypes are materialized locally not universal. She proves this through Butler’s Theory, which shows that people participate in activities to prove their gender without realizing it. At River High, the curriculum is set a certain way for the boys to interact. This shows that it is the administrators that is at fault for this because they contributed to the interaction of boys, which shows what they perceive this gender should do. This led to some girls going against their gender practices and participated in activities that were considered masculine.
Sometimes, differences in our genders have separated us in what activities we should participate in, who we can hang out with, what roles we should take on as we get older. Even in schools, we are taught to be a certain way without realizing because there are cases where one activity is predominately of one sex versus the other, which means there is segregation within the sexes already. Also, administrators are allowing this to take place because it is a way expressing themselves regardless, but we should encouraging diversity that it is okay to break gender practices.
C.J. Pascoe’s illustrates how students, teachers and the school administration play an intricate role to the cultural meanings of gender and sexuality at River High. Almost, fifty percent of River High’s student population is white and this also plays a role in why the administration and teachers reinforce a negative and masculine image of sexuality. School activities, rituals, curriculum, and administrative discipline all help to foster a homophobic environment and promote a heterosexual one instead.
Pascoe begins Chapter 1 with River High’s ritual activity called Mr. Cougar. This is a competition between six male senior students who want to get gets crowned Mr. Cougar. Mr. Cougar represents the top male senior. The top student gets crowned Mr. Cougar, after preforming a skit mocking and dressing up as a “nerd”. This event is allowed to take place by the administration and by the teachers. Moreover, the student’s mother is invited to cheer him on, further reinforcing that to be masculine you must be strong and not inferior. In the “nerd “ skit the senior talks with a feminine voice and the entire student body cheers him on. The students’ applause further confirms their definition of what it means to be masculine. The “nerds’ are depicted as weak and cannot save their girlfriends. The skits showed that by being strong and having muscles that was the true meaning of being a heterosexual man and the true meaning of being the top Senior at River High. Moreover, the skits also depict black males with an equally negative image as the “nerds”. They are labeled as “gangstas”. In the skits, the black males kidnapped the girlfriends. It is the white males that come to rescue them.
Pascoe argues that gender evolves through a repetitive process and that leads to categorizing individuals. He illustrates that because identity is being explored during the teenage years, these school events like the Mr. Cougar skit, negatively promote strong, muscular males as being the meaning of a masculine heterosexual male. That image is glorified through the students’ cheers, through the administration’s policy to conduct such an event and by the parents who attend these events and applaud their child’s performance.