In the realm of grades 8 to 12 classrooms, Annie Ohana observes that harmful ideas often lurk close by. An incident earlier this academic year exemplifies this, as a 15-year-old student queried if a particular activity would impact his testosterone levels, despite lacking understanding of the hormone. Ohana notes that such misinformation, linking low testosterone to masculinity, stems from online sources like the manosphere.
Recent findings indicate that similar gendered notions and scapegoating of women are not uncommon in schools. Research conducted by Angus Reid and White Ribbon involved surveys of Canadian adults, education professionals, and individuals from White Ribbon-affiliated sectors. The study revealed that four out of five educators witnessed instances of sexism or misogyny in their classrooms.
Jonathon Reed from Next Gen Men points out the interconnectedness of online and offline worlds for today’s youth, facilitating the spread of harmful jokes and memes. Influencers like Andrew Tate circulate misogynistic beliefs online, which subsequently infiltrate schools and peer groups through algorithms and social media.
Almanssori, an education professor, affirms that hateful ideologies are no longer confined to obscure online platforms but are disseminated by influencers and algorithms, seeping into schools and reinforcing toxic masculinity among students. Logan Pedwell-Rezaifard, a Grade 12 student, acknowledges the prevalence of demeaning language and objectification of women in schools, often originating from online gym influencers.
The need for educators to be equipped with tools to address misogynistic behaviors is underscored. Ohana stresses the importance of educating teachers on identifying and discussing misogynistic terms with students instead of reacting harshly. Almanssori advocates for legislative action to tackle the root cause of online radicalization, emphasizing the role of social media platforms in perpetuating harmful content.
In addressing toxic masculinity, fostering strong student-teacher relationships and challenging harmful comments in a non-confrontational manner are deemed vital. Reed emphasizes the significance of parents engaging with their children about online content and promoting open dialogue to combat harmful influences.
Overall, the discourse highlights the pervasive nature of online misogyny infiltrating classrooms and the imperative for a collective effort from educators, parents, and policymakers to counteract harmful ideologies and promote healthy attitudes towards gender and masculinity.