Boys Doing Good: Young men and gender equity

Abstract

Using data from individual and group interviews, this paper explores the reasons why ten young men, ages 15-20, in three secondary schools in London, Ontario, Canada chose to participate voluntarily in gender equity work. The critical importance of teachers' work is discussed, along with the role family and peer group experiences played in shaping the gender consciousness of the young men. The paper concludes with a consideration of the ways in which young men actively engaged in doing gender equity work with their peer group and argues that additional attention must be given to providing male students with the intellectual tools to understand masculinities and gender relations.