RESEARCH METHODOLOGY
CHAPTER 4 DATA ANALYSIS
4.1 Introduction – Let’s Hear It For The Boys
4.2.3 Man’s Man
Men learn what it means to be a man from other men. These lessons are not taught through the official school curriculum but through the unofficial curriculum. These history boys were no exception. They defined their masculinity in relation to other men and they were acutely aware that masculine power was being enforced all around them through their relationships with other boys and the school as a genderising institution. Some of the boys in this study referred to the roles that their fathers and male friends had played in their development from boys to young men. These relationships had a powerful and profound effect on these boys – more so than the lessons taught in the official school curriculum. Whether the history boys were conscious of it or not, women seldom featured in the writing of their personal narratives. When women did feature it was largely as a result of the absence of a father figure.
4.2.3.1 Fathers
In Allan’s story it was his father who had decided to send him from his co-educational pre-school to an all boys’ primary school. In telling him of this decision his father described this opportunity as “lucky” which suggests that it was something to be celebrated and an opportunity that not every boy has. By attending this all-boys’ primary school Allan’s sporting prowess was brought to the fore and he became popular with the other boys. This reaffirmed his masculinity and also determined the next stage in his life’s journey into secondary school.
Both Jaryd and Michael’s fathers are Old Boys of the school which were the reasons why they both ended up attending Balcomb Academy. In Jaryd’s case: “My father would
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intrigue me with stories about his experiences at [Balcomb] when he was a boy which attracted me to the school.” The need to follow in a father’s footsteps strengthened the acceptable masculine formation as it served to repeat the experiences involved in what it means to be a man. In Jaryd’s case his father’s masculine identity was forged at this independent secondary school to such an extent that he lived his experiences over and over again through the stories told to his son. Thus by attending the same school as his father not only legitimised this boy’s masculine formation but also that of the father who had a second opportunity of living out the masculine gender practices through his son.
For Michael, however, his father’s presence – although seldom physical – was overpowering: “Going to [Balcomb] in Grade 8 was my father’s choice, it was the school he attended and I guess he wanted me to follow in his footsteps.” A successful businessman, his success meant that Michael and his family got to live in a wealthy secure estate in Johannesburg and allowed Michael to attend two independent primary schools. However, Michael’s father’s success cast a shadow over his son who, despite stating the opposite, quite clearly felt that he could never amount to what his father had become. Michael felt powerless and, despite his bravado, was overcome by his obvious fear of failure: “Some sons feel inadequate because of their father’s successes, but not me, although I am uncertain what is to become of me, I know I’ll be Titanic in life, it is something I ponder on every day of my life, it is like trying to pick the lock to a Tittanium [sic] safe that even a $1000000 diamond core drill cannot even penetrate.”
In two of the history boys’ narratives there was an obvious absence of father figures. No mention was made of the boys’ fathers at all. In Sipho’s story he highlighted the impact that his mother’s success in her job had on his life as it “meant she could afford to send me here.” Although Jeffrey did not mention his father, he did describe the fact that he lived with his mother in the U.K for two years
4.2.3.2 Friends
Friendships with boys played an equally important role in the development of these
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history boys into men. Despite being awarded sports scholarships at a number of independent and state secondary schools, Allan chose Balcomb Academy because that was where his friends were headed. His popularity meant a lot to Allan as he referred to his great number of friends at numerous stages in his narrative. On enrolling at his secondary school Allan was quick to describe the fact that he “had plenty friends.” His story ended with the sentence: “My learning at school has been made into a great experience and I have made friends that will stay with me for life.” Being popular means being accepted as a man – subscribing to the acceptable form of masculinity shared by other boys in the group.
However, losing these friends can have a detrimental effect on a boy’s character.
Michael’s father’s success resulted in his family moving to the U.S.A - “the only down- fall is that I had to leave my entire life and friends behind.” Despite the excitement of moving to a new country Michael saw this life-changing event as “a downfall” and the end to the life that he had known. This life had been defined by the friends that he had had.
According to Brad one of his most valuable lessons learnt at Balcomb Academy was
“you make friends with like the same kind of, the same circle as you, but being like boarded in different houses, it taught me to like, I was like forced to get to know like different people, and you make friends with people you never thought you’d be friends with …”
These history boys therefore learn what it means to be a man through their relationships with other boys or men. Fathers play a very strong role in the formation of the boys’
masculine identity. What featured strongly in the data was the pride that some of the fathers had in their sons following in their footsteps and likewise the pride of a son in walking down the same path as his father. Such stories legitimise boys’ and men’s masculinity – “I must be alright if he wants to be like me” or “I am alright because I am like him.” This serves to create the mirror image of what it means to be a man.
However, relations with other boys play just as important a role in masculine identity as
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relationships between fathers and sons. Being accepted as part of a large friendship group is seen as an acknowledgement of the sharing of a similar sense of what it means to be a man. Those history boys who spoke of losing their friends or being rejected by other boys undoubtedly suffered setbacks in their masculine gender identity – “there must be something wrong with me if I do not have friends.” This leads to a feeling of being different or not the same as other boys – the perceived me versus the ideal me comes into conflict. This is when the boys’ perception of their own reflections do not match up to the mirror image of the ideal boy. However, it is clear that boys are profoundly affected by their relationships with male family figures and male friends as these unofficial lessons have the greatest influence on these history boys’ masculine identity.