Abstract
This study explored how young black heterosexual men in university contexts navigated and constructed their masculine identities. It examined the influence of both their social upbringing and the university environment on their masculine identities, specifically focusing on their experiences at four South African universities: the University of Johannesburg, the University of the Free State, the University of KwaZulu-Natal, and the University of the Witwatersrand. Drawing on the concepts of hegemonic masculinity and the fluid nature of masculinities, the research investigated how these young heterosexual men position themselves within the university community, where they must perform certain behaviours to be recognised as masculine. The study acknowledged the diverse and evolving nature of masculinity in South Africa, influenced by cultural practices, social expectations, and peer pressure. It highlights the role of educational spaces, such as universities, as transformative environments where young heterosexual black men engage with and sometimes challenge traditional, hegemonic masculinity. Using qualitative methods, including semi-structured interviews with ten participants, the study examined how these young heterosexual men reconciled societal expectations of masculinity, including those associated with risk-taking behaviours, dominance, and sexual prowess, with the more diverse and evolving notions of manhood encountered in the university setting.
The findings indicated that young heterosexual black men’s masculinities are not fixed but fluid, shaped by a combination of cultural practices, peer interactions, and institutional pressures within the university. Cultural practices such as initiation rites and gendered norms from the family and high school environments play crucial roles in shaping early conceptions of manhood. In the university context, however, students are exposed to a range of masculinities, allowing for greater flexibility and the negotiation of gendered identities. Some participants resist hegemonic masculinity, seeking alternative models of manhood, while others struggle with peer pressure to conform to dominant masculine ideals.
This research contributed to the broader understanding of masculinity in contemporary South Africa by highlighting the complex and shifting nature of young heterosexual black men’s identities within educational spaces. It underlines the importance of contextualising masculinity within both the social and institutional environments that
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shape its performance, offering insights into the ways educational institutions can be sites for both reinforcing and challenging traditional/hegemonic gender norms. The study also identifies areas for future research, particularly in expanding the diversity of participants and exploring the long-term evolution of masculine identities beyond university life.