5 Assignment 05

When considering the treatment of gender and sexuality at River High, Pascoe’s observations made clear that a specific, heteronormative take on gender and sexuality was heavily prioritized and both implicitly and explicitly encouraged by its teachers and staff. For example, let’s examine the school’s treatment of homosexuality: the use of the word “fag” among male students was rampant within the school, Pascoe even going so far as to say that for every time “slut,” the female equivalent, was used, “fag” was said at least eight times. Male teachers did nothing to discourage the use of this epithet and also participated in behavior that could be construed as advancing heteronormative behavior, as Pascoe points out in an interaction with Mr. Ford and Mr. Kellogg about Huey, in which Huey flipped Mr. Ford off and Mr. Ford told him he shouldn’t be doing that to him but to girls. Such behavior, at least of a potentially homophobic nature, was only expressly called out by the Mr. McNally, the drama teacher, but even then, as Pascoe points out, his jokingly hitting on one of his male students created this impression of a dichotomy in which homosexual men are something to be laughed at or ridiculed. We can also see this institutional homophobia in the school’s reluctance to allow a Gay-Straight Alliance at school, despite its allowance for a White Heritage Club.

Going further, the school’s treatment of Ricky also sheds light on their take on homosexuality. Ricky was flamboyant in displaying his homosexuality and was essentially River High’s living, breathing manifestation of a “fag.” As a result, he was subject to intense harassment if not outright violence from other male students, but the school never did anything to protect him. The only instance in which the school administration punished students for negative behavior related to homophobia was when Kevin called out the wrestling team for wearing “faggot outfits,” and the school administration expelled him, which Pascoe indicated was a result of a heavier policing of black students’ behavior, which, in turn was a result of black male students’ being seen as hypersexual due to racial stereotypes.

In “Dude, You’re a Fag: Masculinity and Sexuality in High School” by C.J. Pascoe, the author illustrates how the gender and sexuality have been culturally built. The administrators and teachers in River high seems to only have cultural idea of male and female relationship, and they seems like to not want to talk about sexuality. For example, in the first skit, two most popular boys in the school  are dressed as nerd which does not fit them. Then, they showed up with female costume that made a lot of laughter. Moreover, when the female couch lifted the barbells, the audience was cheering. This initially seems like the show is supporting diversity of sex, but it actually illustrates how important to be in the cultural idea of sex because it’s obvious if the two handsome boys dress like girls or the female gym couch lifts the barbell, it must make students feel strange. It implies that boys should be masculine and girls should be feminine. It also makes the students feel like if they are not what people think cool, they will be laughed at. The second example is the teacher Ms. Mac. she had a good reputation in students just because she is so interested in romantic relationship among students. She made a joke about two male and female students being a couple because they are close friends even though they are not dating. However it shows that how she thinks only heterosexual relationships are beautiful and does not think about other students who might not be heterosexual. Further more, by saying that in front of all students, it makes pure high school students think about what they should be. They might think about students, who are not heterosexually attractive, are wired. Moreover, another teacher unbelievably teases a male student about what he said is homosexually.

In CJ Pascoe’s novel, he discussed how during an event in a gymnasium, two boys dressed as nerds for a short play. Accompanying these nerds were their girlfriends and two gangsters that sought to bully the nerds. The nerds showed a short sequence of events where they attempt to gain their girlfriend back from a kidnapping by gangsters by power working out. This was a bit hilarious to the audience in the gymnasium because of the generalization that nerds are tall and skinny. Proceeding this, the nerds proceeded to save their girlfriends from the kidnapping.

Pascoe believes that one should not be characterized as not manly enough just because they dress in a certain way, especially in this instance. The barbells were a symbol of masculinity in this novel and should not be, because any one can lift barbells and it should not put a label on who they are as a person. In retrospect, if one chooses to not lift barbells that should not have a label put on them as well. Pascoe goes on to describe several other generalizations such as femininity, hypersexuality and black cultural style. Pascoe affirms that masculinity should be thought of only as a culture of dominant practices and nothing else should be associated with it, including gender. Talcott Parsons, a sociologist, believes that men and women should adhere to their gender roles because it helps to create a well ordered society. For example, women cannot be breadwinners of the family and men cannot be caretakers. R.W. Connell, also a sociologist, argues that very few men are dominantly masculine, and that most men incorporate some form of femininity to themselves. The idea of multiple masculinities has inspired and influenced countless studies in sociology. All in all, Pascoe believes sexuality should not encompass certain gender specific rituals, and that gender differentiation should be illustrious.

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.

As someone who was once a high schooler, a lot of things mentioned in the book were things that remained quite fresh and relatable. However, hearing the author’s point of view and her take on the meaning behind the traditional rituals of high school was something that never occurred to me in the years I spent in high school. The school administrators definitely had a unique part in creating an environment that allowed superiority over certain aspects of gender and sexuality. Many events that symbolize high school, especially for River High, consist of Homecoming, football games, Winter Ball, Mr. Cougar, and prom, all symbolize the normalization of heterosexuality and the power of masculinity, aspects deemed central in preparation for the upcoming entrance into social life for the senior students (Pascoe, 2007; 39). Mr. Cougar, in particular, is looked upon by the students as a popularity contest, most often targeted towards white boys who are recognized by their peers as being very masculine and strong by partaking in a sports team (Pascoe, 2007; 43). It is hard to imagine what the purpose of such an event is, and why the school would even allow for such a futile event to take place. In hindsight, it may just be the school’s long-standing tradition, yet it singles out certain individuals and reward them with the title of “being the best out of all” in terms of how masculine they are. This forces the students to become someone that is regarded as ideal by society and not particularly someone they want to be. This is exemplified by Huey, a student that Pascoe mentions in her book. Huey is ostracized by his peers because of the way he dress and the way he acts, which falls outside of the theme of masculinity; he is even teased by his teacher for his lacking masculinity (Pascoe, 2007; 36). As a response, he starts to make himself look funny in others so that the other students would laugh at him and regard him as funny, which was, for Huey, better than being ostracized. Social discrimination forces him to act a certain way and give up a part of himself that truly makes him who he is. The school plays a huge part in formulating an environment that allows the growth of certain aspects of gender and sexuality that sets a boundary between the students.

C.J Pascoe discusses how society easily affects topics concerning sexual identity, gender roles, and being able to talk comfortably about these feelings even when they are a large part of a teenagers life. Especially during high school where many students are trying to find themselves and fit in. Teachers and fellow students are imposing roles on people and many times they may not notice or students might follow them in order to fit in. Pascoe initiates the argument of the staff and students affect on gender and sexuality at River High by first informing the us about the skit that the students perform. The skit is about two nerds who are very feminine and are taken advantage of by tough masculine gangsters. The students go through intense training and shed their feminine attributes in order to get their girlfriends back. Throughout the skit since the two boys where first feminine in their dance moves and voices it cause people to laugh at these non gender norms. The nerds also show that they must be masculine in order to be accepted and taken serious. Gender roles are imposed on us since the moment we’re born and if it someone expresses themselves outside of these norms they’re hushed or people may try to “correct” them. Pascoe also tells about the proposal she makes for River High concerning certain interviews she’d like to conduct at the school. Right away the principal told Pascoe that he was concerned about the gender and sexuality questions (Pascoe 28). This shows how students aren’t encouraged to talk about these things because they may make others uncomfortable. Pascoe also includes how one student laughed at the thought of students being questioned about their sexual behavior. Discussions on sexuality is to be avoided at schools and as pascoe says, disruptive.

The student’s idea or understanding of gender and sexuality in River High is shaped much around the environment they were in. The kids there were clearly shown how they should act based of their respective genders, certain action and traits were seen as masculine and some were seen as feminine. CJ really highlights how the school played a huge role in influencing the kids when she brings up Mr.Cougar competition; performances were own shown that really display the qualities a male should have. In one performance, a group of boys loses  their girlfriends to another group of guys and they have to change themselves to get back their girlfriends. The boys that lost their girlfriends in the show were the typical nerdy kid, being skinny, weak, and dorky. A man was suppose to strong, courageous, and able to defend the women in their lives. These kids started to transition and gain the qualities of what the school considers to be fitting for a boy. They grew stronger both physically and mentally eventually winning back their girlfriends. In a sense the play can be viewed as propaganda the school was using to promote their ideas and view on gender role and sexuality. The teachers themselves also play a role in defining gender roles and sexuality in River High, when condoms were being handed out by an third party organization promoting safe sex, the teachers naturally assumed that only the boys were getting the condoms and that engaging in sexual intercourse with the other students. This instant assumption of the boys reveals how the administration sees boys  as they are. The students are simply learning about safe sex and the consequences irresponsible sexual actions could lead to; the staff sees the boys being sexually driven and conducting sexual activities in an unsafe manner. All in all both students and the staff play a significant role in shaping and contributing to the meaning of gender and sexuality.