Unpacking hegemonic masculinity behavioral patterns among vocational and technical high school students through teachers' lenses
Hegemonic masculinity (HM) is a global phenomenon influencing adolescent identity formation, particularly in male-dominated vocational and technical education. This mixed-methods study with a sequential explanatory design investigates manifestations of HM among male students in three Turkish vocatio...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-08-01
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| Series: | Acta Psychologica |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S0001691825004676 |
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| author | Gözde Partal Özgür Partal Güçlü Şekercioğlu Berker Kurt Ümit Yıldız Ersen Vural Başak Eda Hancı-Azizoğlu Hüseyin Kafes |
| author_facet | Gözde Partal Özgür Partal Güçlü Şekercioğlu Berker Kurt Ümit Yıldız Ersen Vural Başak Eda Hancı-Azizoğlu Hüseyin Kafes |
| author_sort | Gözde Partal |
| collection | DOAJ |
| description | Hegemonic masculinity (HM) is a global phenomenon influencing adolescent identity formation, particularly in male-dominated vocational and technical education. This mixed-methods study with a sequential explanatory design investigates manifestations of HM among male students in three Turkish vocational and technical high schools (VTHSs), combining 6 hours/week of structured observations (N = 130 students; 21-behavior checklist) with semi-structured teacher interviews (n = 15). Analysis of quantitative data (κ = 0.83; inter-rater reliability) revealed verbal as the most prevalent HM behavior HM (38.1 % of cases), followed by physical aggression (37.3 %). Qualitative analysis identified underreported HM behaviors (e.g., sexual jokes, homophobic slurs, peer intimidation), with hitting as the dominant physical aggression form and extortion as the primary coercive control tactic. Triangulation revealed teachers tacitly endorsed observed HM behaviors as ‘normal,’ underscoring institutional complicity. This study extends literature by exposing how material practices (e.g., tool rituals) reinforce HM in non-Western VTHSs—a mechanism overlooked in prior research. Implications include HM-deconstructing teacher trainings and workshop curricula redesign to disrupt patriarchal cycles. |
| format | Article |
| id | doaj-art-e618bddbfd554052bb4b8baf128ee043 |
| institution | DOAJ |
| issn | 0001-6918 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Acta Psychologica |
| spelling | doaj-art-e618bddbfd554052bb4b8baf128ee0432025-08-20T03:15:08ZengElsevierActa Psychologica0001-69182025-08-0125810515410.1016/j.actpsy.2025.105154Unpacking hegemonic masculinity behavioral patterns among vocational and technical high school students through teachers' lensesGözde Partal0Özgür Partal1Güçlü Şekercioğlu2Berker Kurt3Ümit Yıldız4Ersen Vural5Başak Eda Hancı-Azizoğlu6Hüseyin Kafes7Akdeniz University, TurkeyAkdeniz University, TurkeyAkdeniz University, TurkeyAkdeniz University, TurkeyAkdeniz University, TurkeyAkdeniz University, TurkeyAkdeniz University, TurkeyCorresponding author.; Akdeniz University, TurkeyHegemonic masculinity (HM) is a global phenomenon influencing adolescent identity formation, particularly in male-dominated vocational and technical education. This mixed-methods study with a sequential explanatory design investigates manifestations of HM among male students in three Turkish vocational and technical high schools (VTHSs), combining 6 hours/week of structured observations (N = 130 students; 21-behavior checklist) with semi-structured teacher interviews (n = 15). Analysis of quantitative data (κ = 0.83; inter-rater reliability) revealed verbal as the most prevalent HM behavior HM (38.1 % of cases), followed by physical aggression (37.3 %). Qualitative analysis identified underreported HM behaviors (e.g., sexual jokes, homophobic slurs, peer intimidation), with hitting as the dominant physical aggression form and extortion as the primary coercive control tactic. Triangulation revealed teachers tacitly endorsed observed HM behaviors as ‘normal,’ underscoring institutional complicity. This study extends literature by exposing how material practices (e.g., tool rituals) reinforce HM in non-Western VTHSs—a mechanism overlooked in prior research. Implications include HM-deconstructing teacher trainings and workshop curricula redesign to disrupt patriarchal cycles.http://www.sciencedirect.com/science/article/pii/S0001691825004676Hegemonic masculinityVocational educationInstitutional complicity |
| spellingShingle | Gözde Partal Özgür Partal Güçlü Şekercioğlu Berker Kurt Ümit Yıldız Ersen Vural Başak Eda Hancı-Azizoğlu Hüseyin Kafes Unpacking hegemonic masculinity behavioral patterns among vocational and technical high school students through teachers' lenses Acta Psychologica Hegemonic masculinity Vocational education Institutional complicity |
| title | Unpacking hegemonic masculinity behavioral patterns among vocational and technical high school students through teachers' lenses |
| title_full | Unpacking hegemonic masculinity behavioral patterns among vocational and technical high school students through teachers' lenses |
| title_fullStr | Unpacking hegemonic masculinity behavioral patterns among vocational and technical high school students through teachers' lenses |
| title_full_unstemmed | Unpacking hegemonic masculinity behavioral patterns among vocational and technical high school students through teachers' lenses |
| title_short | Unpacking hegemonic masculinity behavioral patterns among vocational and technical high school students through teachers' lenses |
| title_sort | unpacking hegemonic masculinity behavioral patterns among vocational and technical high school students through teachers lenses |
| topic | Hegemonic masculinity Vocational education Institutional complicity |
| url | http://www.sciencedirect.com/science/article/pii/S0001691825004676 |
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