In her classroom from Grade 8 to Grade 12, Annie Ohana notes that ideas carrying harmful undertones are frequently present. An instance earlier this academic year involved a 15-year-old male student questioning if a certain activity would impact his testosterone levels, although he admitted to lacking knowledge about testosterone’s actual effects. Ohana attributes this mindset to online misinformation suggesting that men with low testosterone are less masculine, originating from what she refers to as the “manosphere.”
Ohana expressed her observation that in recent years, there has been a notable reinforcement of the gender binary concept.
New data reveals that similar gender-biased beliefs concerning the roles of boys and girls, as well as blaming women for issues, are not unique to Ohana’s teaching environment and are becoming apparent in various classrooms.
Recent research conducted by Angus Reid and White Ribbon involved surveys with Canadian adults, education professionals, and individuals affiliated with White Ribbon’s partner organizations in fields like education and mental health. The findings indicated that four out of five respondents in the education sector have encountered sexist or misogynistic behaviors within the classroom setting.
Jonathon Reed, the programs director at Next Gen Men, highlights the intertwining of online and offline worlds for today’s youth due to constant internet exposure. He explains how this connectivity facilitates the spread of jokes and memes that can normalize extreme ideologies.
According to Salsabel Almanssori, an adjunct assistant professor of education at the University of Windsor, hateful beliefs are no longer confined to obscure corners of the internet but are disseminated by influencers like Andrew Tate and through algorithms. Almanssori’s research aligns with the survey results, suggesting that these ideas find their way to young boys’ social circles and classrooms.
Logan Pedwell-Rezaifard, a Grade 12 student in Toronto, mentions the influence of gym influencers promoting specific male appearance ideals and degrading attitudes toward women. He notes the transformation of such ideas from seemingly harmless jokes to potentially hurtful remarks within school environments.
Almanssori emphasizes the need for legislative action to address the root issue—social media. She points out that Canada trails behind countries like the U.K. and Australia, which have implemented restrictions on youth access to harmful online content.
Reed from Next Gen Men emphasizes the importance of building strong student-teacher relationships to combat unrealistic masculine standards that often stem from low self-esteem. Encouraging positive interactions and addressing harmful comments in a non-confrontational manner can play a role in reshaping toxic behaviors.
Reed advises parents to prioritize open communication with their children about online influences rather than trying to comprehend every aspect of online masculinity trends. By fostering a supportive environment for dialogue, parents can effectively address and mitigate the impact of harmful online content on their children.