This article was originally published at goodmenproject.com and tommyraskin.org.
We need to fix the game of manhood.
Our society’s exclusive image of the ‘real man’ leaves us with a disgruntled majority of boys who view the coveted prizes of masculinity as out of reach. Although most boys are bound to feel painfully inferior at one point or another, our game is particularly skewed against certain boys, like those with physical, developmental, and mental disabilities.
Young disabled men often begin to feel distanced from manhood when the social emphasis on gender kicks in during adolescence. Boys are frequently taught that athleticism belongs to the able-bodied and that sexual attractiveness, portrayed in everything from clothing catalogues to violent, misogynistic pornography, too belongs to aggressive, physically dominant, able-bodied men. “Charm” also tends to follow able-bodied guys without psychological abnormalities, those whose looks, interests and proclivities are considered “normal.”
And we double down on this arrangement, first, by blindly prizing assimilation, and then “integration,” as the antidotes to disabled boys’ hardships. Even when our boys don’t like sports and suck at them, we urge them to go out for the baseball team. We tell them to change their cinematic, musical, and literary interests simply to fit in. When that doesn’t work, educators try forcing friendships between able-bodied and disabled students, which ultimately doesn’t work either.
That’s only half of our failed approach though. Without offering our boys long-term opportunities to cultivate the interests and talents that can give them real self-confidence as young men, we simply send them off to counselors and therapists to be told that they “don’t have to be like other boys.” It’s a valuable message but an incomplete one nonetheless.
For years, as both a student and co-teacher, I cringed at many disabled (and otherwise excluded) boys’ affected efforts to fit in socially. Indignant about their inability to measure up to their ingrained conceptions of manhood, these boys would, for example, act like chauvinistic players. On one occasion, a camp friend of mine put on his ‘man face’ and broadcasted to a large group of guys that he likes to “use and lose” women, even though, in reality, he had never kissed a girl. Clearly, after numerous rejections, he was searing with resentment and, in a last-ditch effort to prove his manliness to himself and other boys, veiled his insecurity with ugly chauvinism.
Such affectations of masculinity were not always girl-oriented though. I remember one of my middle school students, a so-called “nerd” with a developmental disability, striking up a conversation about the NFL with some peers during recess. After five minutes, the other boys laughed him off when it became clear that this young man had no idea what he was discussing.
Alas, when other outcast boys pulled this kind of stunt, by acting up in class or pretending to love typical ‘boy things,’ they were usually called out for “trying too hard” or “being annoying.” Sometimes, their parents—usually their fathers—would push them to participate in stereotypical “male” activities, like videogames and roughhousing. But no matter how persistently these boys tried to be “real” guys, they usually couldn’t rid themselves of that fundamental differentness, that less-than-boyishness, that disabled-ness in the eyes of the boys who they were trying to impress.
Conscientious teachers would pick up on this social ostracism and, with the best of intentions, try to integrate ostracized students into groups of able-bodied, gleeful, popular kids. They would concoct project workgroups and assign class seats with the obvious purpose of bringing together students from different social circles. In grade school, they would encourage popular kids to hang out with unpopular kids during recess. Content with simply having done something, the teachers would then wash their hands of this unsettling business and declare: “Job well done!”
Sadly, they missed the mark entirely.
John Calmore’s critical understanding of racially integrative housing reforms in recent decades provides the necessary framework for understanding ability-based integration in school: “the ‘integration imperative’ legitimates the emphasis on desegregation rather than on simple nonsegregation and free choice as to where to live,” and, in this case, where and with whom to play and study. As a co-teacher, I wanted students of all abilities to be in the same classes, but I didn’t think that kids of different social groups should be forced to sit near each other, work together or play together, especially when these integrative arrangements left disabled students feeling even more isolated than before.
When teachers entirely re-configured classes in this way, disabled students were often separated from the couple friends they had and were forced to work with peers who detested these teacher-imposed social structures as much as they did. Usually, the less popular students were less confident, and their dissatisfaction was only made worse when they were forced into intimate situations with other students who seemed unenthusiastic about working with them. As a result, students in different social circles constantly complained that yearlong workgroups took them away from their friends.
At the end of it all, many disabled boys were, and still are, directed to a counselor or teacher to talk through their social difficulties. Having that adult backup is certainly helpful, but it isn’t enough for most boys. Right after putting them in social situations in which they are forced to worry about what others think of them, we, in a bizarre reversal of course, tell our boys with physical and psychological abnormalities that they actually shouldn’t worry about what others think of them, that the kids who don’t give them the time of day “aren’t worth it anyway,” and that if they simply maintain a positive attitude, everything will be OK.
Unfortunately, after all of the mixed messages, feel-good therapy sessions and naive integrative measures, many boys with disabilities aren’t OK. In fact, a lot of them are hurting pretty badly. The physically disabled are often troubled by the fear of their physical limitations in an able-bodied society, children with learning disabilities are still “more likely to have negative perceptions of the self, their environment and the future,” young men with intellectual disabilities are at an increased risk of depression, and children with severe disabilities are prone to display “irritability, anger or screaming, self-injurious and aggressive behavior.”
Young men with disabilities neither are nor should be convinced that they can be happy without social lives and fulfilling hobbies. I have found that if there is anything in the flawed model of masculinity that we ought to keep—and are anyway forced to keep—it’s the natural human longing for confidence, love, and enjoyable work (as Freud taught us). Guys don’t need to play COD, hang out with the cool kids, look like movie stars, have vision, be neurotypical, or be able to walk in order to be “real men,” but we all need passions, for passions give us the productive energies that make us attractive to ourselves and others.
Our emphasis, then, has to move away from the broken assimilation-integration paradigm. No boy has actually ever boosted his self-esteem by taking on false interests and false credentials in order to fit the “man” mold, and the top-down friendship model has rarely worked. If we are serious about giving disabled students equally gratifying social lives, then we should stop forcing them into uncomfortable situations and instead focus on giving them opportunities to self-actualize among those with similar interests.
Educators can spur this process by establishing in-school outlets for isolated children to pursue their goals. For example, when a teacher discovers that a shy, excluded student is a budding musician, the teacher should give him music-oriented assignments that can help cultivate his abilities. If no such opportunity exists in the classroom, the teacher should refer him to an extracurricular musical band. Ideally, the boy would eventually gain enough confidence to present his work to the class and discuss it with his peers openly and confidently. The social integration would thus come after the boy has achieved the self-esteem associated with meeting a personal goal.
Guardians should also resist the temptation to force their boys to participate in activities simply because the activities are typically male. Eventually, the dissonance between the boys’ true interests and his parents’ interests will surface, and the boys will only be further destabilized. Guardians, like teachers, should instead encourage boys to pursue their true passions.
As for the rest of us, let’s remember that a man need not look or think a certain way to retain his masculinity, that if he finds purpose and esteem in a less-than-expected lifestyle for a guy in the 21st century, he nonetheless deserves our support and validation as an ever-elusive ‘real man.’