Geography Reference
In-Depth Information
but also internationally. The research we conducted at Rockport helped us to scratch be-
neath the formal curriculum to closely observe the culture that was developed, the val-
ues that were reinforced, and the ways through which these were embodied, performed,
and resisted by its community members as “normal.”
Masculinity, Privilege, and Space
Elite schools have longheld traditions ofdefining particular types of“ruling” masculin-
itiesforthepreparationofpowerandprivilege(Gathorne-Hardy1978).Thus,becoming
“an elite member of society” for students at Rockport rests not only on class but also
on many types of systemic privileges, most especially on gendered privileges. And the
privilegesgiventomenareinseparablylinkedtoanothertypeofprivilege,heterosexual-
ity. Hegemonic representations of manhood are rooted in heterosexual versions of love,
romance, sexual prowess, marriage, and family, and therefore to be gay is to be “insuf-
ficiently” male (Kimmel 2001).
Bullyingamongboysrepresentsoneimportantandprevalentenactmentofhegemonic
masculinity within schools (Garbarino and deLara 2003; Phoenix, Frosh, and Pattman
2003). Particularly revealing is the meaning of bullying within privileged educational
environments. Enduring the aggressive masculine environment noted at private schools
contributes to the feeling of “making it” or “earning it” and a sense of meritocracy.
Cookson and Persell (1985) observed bullying among boys at the multiple private
schools they studied. They concluded that “students learn the real lessons of power and
privilegefromtheirfellow[classmates]…studentssocializeeachotherforpowerinthe
total institution, and as long as the competition does not become too intense, the school
gives their tacit approval by allowing them to continue” (130). They explained:
There are few tender mercies among boys, who establish finely graded pecking
orders. Big, strong, and aggressive boys often demand deference from smaller
boys and, as a group, seniors tend to band together and lord it over the rest. Vi-
olations of the pecking order may be punished physically and verbally…. The
threat of this kind of humiliation has a sobering effect on potential mavericks or
troublemakers. (154)
Cookson and Persell (1985) argued that masculine performances expressed through
bullying inprepschools was animportant part ofthe upperclass training since it helped
to develop a strong sense of “collective identity” while minimizing “divergent thinkers”
(106). Ultimately, it helped to prepare for future enactments of privilege:
