The present study investigated gender characteristics of Chinese men teachers in Hong Kong primary schools, particularly their views towards masculinity and causes in formation of their gender identity. To understand participants' formation process of masculinity, by using life history methods, semi-structured in-depth interviews were conducted to interview 22 men teachers of different ages individually followed by focus group interviews. It was found that interviewees' masculinity could be categorized into three types: traditional, hybridized, and modernized and with the traditional as the major category. Moreover, masculinity was formed in various ways, with interviewees being active agents and passive recipients, by interacting with the environment. The present study aimed to inspire men teachers in primary schools to think about their masculinity and its causes and to heighten their consciousness in providing more effective help to students in developing their gender identity, so as to promote gender equality.
|Publication status||Published - 2010|