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Studying Men and Masculinity

2002· article· en· W166345200 sur OpenAlexvenueno aff
RW Connell

Notice bibliographique

RevueResources for feminist research · 2002
Typearticle
Langueen
DomaineSocial Sciences
ThématiqueGender Politics and Representation
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésRealmFeminismSociologyNorm (philosophy)Gender studiesPower (physics)MasculinityLawPolitical science
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

Feminism has challenged existing arrangements and intellectual orthodoxies. However, there is a strong tendency to assume that gender issues are issues about women. Feminist thought has sometimes reinforced this tendency, because feminist research has focussed on the lives of women. We must also examine men's practices, and the ways the order defines, positions, empowers and constrains men. Men in relations For a generation, the new feminism has challenged existing arrangements and intellectual orthodoxies. The challenge has led, inevitably, to questions about men in relations. The inevitable has not always been obvious. Indeed, there is a strong tendency in many discussions to assume that gender issues are issues about women. Most politicians, bureaucrats and journalists assume that men are the norm, and that gender is about the way women differ from this norm. Thus issues in the public realm often in practice boil down to questions about the special needs of women. Feminist thought has sometimes reinforced this drift, because feminist research has, by and large, focussed on the lives of women. There have been good reasons for this, given the historic exclusion of women's experience from patriarchal culture. Yet is inherently relational. Even if our understanding of is no more than differences, there are always two terms in a difference. And a closer look at shows much more complex patterns than simple difference. Gender is also about relationships of desire and power, and these must be examined from both sides. In understanding inequalities it is essential to research the more privileged group as well as the less privileged. This requires more than simply an examination of men as a statistical category (though it is useful to do that, too). We must examine men's practices, and the ways the order defines, positions, empowers and constrains men. The positions that society constructs for men may not correspond exactly with what men actually are, or desire to be, or what they actually do. It is therefore necessary to study as well as men. By masculinity I mean the pattern or configuration of social practices linked to the position of men in the order, and socially distinguished from practices linked to the position of women. (For discussions of this concept, see Clatterbaugh, 1998; Connell, 2000.) Masculinity, understood as a configuration of practices in everyday life, is substantially a social construction. Masculinity refers to male bodies (sometimes symbolically and indirectly), but is not determined by male biology. It is, thus, perfectly logical to talk about women, when women behave or present themselves in a way their society regards as distinctive of men (Halberstam, 1998). Conceptions of Masculinities are necessarily defined within a conception of gender. Approaches to in terms of sex roles, sex categories, and relations, yield different views of masculinity, which I will now briefly examine. (For further discussion of these frameworks, see Connell, 2002.) Role theory is an approach to social analysis based on the power of custom and social conformity. People learn their roles, like actors, and then perform them under social pressure. Sex theory explains patterns by appealing to the social customs that define proper behaviour for women and for men. Applied to men, sex theory emphasizes the way expectations about proper masculine behaviour are conveyed to boys as they grow up, by parents, schools, mass media, and peer groups. This theory emphasizes the role models provided by sportsmen, military heroes, etc; and the social sanctions (from mild disapproval to violence) that are applied to boys and men who do not live up to the norms. This is a plausible approach to some issues about masculinity. …

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Comment cette classification a été obtenuedéplier

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,002
score de la tête « metaresearch » (Gemma)0,001
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesÉtudes des sciences et des technologies
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Qualitatif · Signal consensuel: aucune
GenreSignal candidat: Empirique · Signal consensuel: aucune
Score de désaccord entre enseignants0,743
Score d'incertitude au seuil1,000

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0020,001
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0020,001
Communication savante0,0000,000
Science ouverte0,0000,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,240
Tête enseignante GPT0,444
Écart entre enseignants0,204 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.

Devis d'étudeQualitatif
Domainenon disponible
GenreEmpirique

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations70
Publié2002
Routes d'admission1
Résumé présentoui

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