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Record W166345200

Studying Men and Masculinity

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

Bibliographic record

VenueResources for feminist research · 2002
Typearticle
Languageen
FieldSocial Sciences
TopicGender Politics and Representation
Canadian institutionsnot available
Fundersnot available
KeywordsRealmFeminismSociologyNorm (philosophy)Gender studiesPower (physics)MasculinityLawPolitical science
DOInot available

Abstract

fetched live from 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. …

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.003
metaresearch head score (Gemma)0.003
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.011
Threshold uncertainty score0.036

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0030.003
Meta-epidemiology (narrow)0.0010.000
Meta-epidemiology (broad)0.0010.000
Bibliometrics0.0020.002
Science and technology studies0.0060.021
Scholarly communication0.0050.005
Open science0.0010.003
Research integrity0.0010.002
Insufficient payload (model declined to judge)0.0110.001

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.240
GPT teacher head0.444
Teacher spread0.204 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designQualitative
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations70
Published2002
Admission routes1
Has abstractyes

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