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Unpacking Anti-Femininity among Masculine Identifying STEM Students with Minoritized Identities of Sexuality and Gender

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Title: Unpacking Anti-Femininity among Masculine Identifying STEM Students with Minoritized Identities of Sexuality and Gender
Language: English
Authors: Desiree Forsythe (ORCID 0000-0001-5582-4427), Meg C. Jones, Rachel E. Friedensen, Annemarie Vaccaro, Ryan A. Miller, Kat Stephens, Rachael Forester
Source: Journal of Women and Gender in Higher Education. 2024 17(3):186-204.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: STEM Education, Masculinity, Minority Group Students, Sexuality, Sex, Femininity, Social Bias, College Students, Student Attitudes
DOI: 10.1080/26379112.2024.2305774
ISSN: 2637-9112
2637-9120
Abstract: While decades of scholarship show the oppression of women by the enforcement of patriarchal gender norms, little research has explored the ways in which masculinity receives preferential treatment over femininity, independent of a man/woman binary. This exploration is needed to understand why femininity is devalued within the heteropatriarchal masculine social context under which much of current Western society was formed. In response to this anti-femininity sentiment, an emerging area of study called critical femininity was developed to add unique insights into the way in which femininity is embodied and rejected across genders. In this paper, critical femininity is used to explore how masculine-identifying science, technology, engineering, and mathematics (STEM) students holding minoritized identities of sexuality and/or gender (MIoSG) experience and navigate their campus environments that are steeped in anti-femininity. Only by documenting complex understandings of how men and masculine-identifying STEM individuals (who are the majority of STEM learners and faculty) learn, enact, and reproduce anti-femininity can educators begin to resist and alter harmful patriarchal STEM environments.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1440288
Database: ERIC
FullText Text:
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  Data: Unpacking Anti-Femininity among Masculine Identifying STEM Students with Minoritized Identities of Sexuality and Gender
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  Data: <searchLink fieldCode="AR" term="%22Desiree+Forsythe%22">Desiree Forsythe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5582-4427">0000-0001-5582-4427</externalLink>)<br /><searchLink fieldCode="AR" term="%22Meg+C%2E+Jones%22">Meg C. Jones</searchLink><br /><searchLink fieldCode="AR" term="%22Rachel+E%2E+Friedensen%22">Rachel E. Friedensen</searchLink><br /><searchLink fieldCode="AR" term="%22Annemarie+Vaccaro%22">Annemarie Vaccaro</searchLink><br /><searchLink fieldCode="AR" term="%22Ryan+A%2E+Miller%22">Ryan A. Miller</searchLink><br /><searchLink fieldCode="AR" term="%22Kat+Stephens%22">Kat Stephens</searchLink><br /><searchLink fieldCode="AR" term="%22Rachael+Forester%22">Rachael Forester</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Women+and+Gender+in+Higher+Education%22"><i>Journal of Women and Gender in Higher Education</i></searchLink>. 2024 17(3):186-204.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Masculinity%22">Masculinity</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Sexuality%22">Sexuality</searchLink><br /><searchLink fieldCode="DE" term="%22Sex%22">Sex</searchLink><br /><searchLink fieldCode="DE" term="%22Femininity%22">Femininity</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: 10.1080/26379112.2024.2305774
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  Data: 2637-9112<br />2637-9120
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  Data: While decades of scholarship show the oppression of women by the enforcement of patriarchal gender norms, little research has explored the ways in which masculinity receives preferential treatment over femininity, independent of a man/woman binary. This exploration is needed to understand why femininity is devalued within the heteropatriarchal masculine social context under which much of current Western society was formed. In response to this anti-femininity sentiment, an emerging area of study called critical femininity was developed to add unique insights into the way in which femininity is embodied and rejected across genders. In this paper, critical femininity is used to explore how masculine-identifying science, technology, engineering, and mathematics (STEM) students holding minoritized identities of sexuality and/or gender (MIoSG) experience and navigate their campus environments that are steeped in anti-femininity. Only by documenting complex understandings of how men and masculine-identifying STEM individuals (who are the majority of STEM learners and faculty) learn, enact, and reproduce anti-femininity can educators begin to resist and alter harmful patriarchal STEM environments.
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  Data: EJ1440288
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      – Text: English
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      – SubjectFull: Masculinity
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      – SubjectFull: Minority Group Students
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