GUYLAND: The Perilous World Where Boys Become Men by ...

GUYLAND: The Perilous World Where Boys Become Men by Michael Kimmel

Prepared by Corey Dressel Brittney Greeno Tulin Unganer

2012-2013 Common Book Teaching Materials Winona State University

Winona State University 2012-2013 Common Book GUYLAND: The Perilous World Where Boys Become Men Michael Kimmel

Dear Colleagues:

Thank you for considering adopting Winona State's 2012-13 Common Book, Guyland: The Perilous World Where Boys Become Men, by Michael Kimmel. Each year, the Common Book Project brings together many learners, readers, and teachers at Winona State through discussion of a single work.

Based on extensive sociological research and interviews with hundreds of young people across the country, Guyland explores the complex social world in which boys, from age 16 to 26, are expected to make the transition to manhood. Kimmel argues that what was once a relatively clear and direct passage from adolescence to adulthood has become much more complicated and confusing, as many young men embark on an extended boyhood. Kimmel examines both the causes and the effects of this prolonged adolescence--for men and women--particularly its implications for adult relationships, families, and personal and professional success.

With its focus on masculinity and gender roles more broadly, Guyland offers rich opportunities for interdisciplinary inquiry and conversation. Kimmel's wide-ranging exploration of gender will offer a valuable contribution to Winona State's 2012-13 universitywide "Well-Connected" theme. The book will be adopted in a range of classes, including many sections of first-year composition. Students are likely to see in Guyland reflections of their own experiences as they navigate the often disorienting terrain of the college social world and the transition to adulthood.

These teaching materials, researched and designed by English graduate assistants Corey Dressel, Brittney Greeno, and Tulin Unganer, are provided as a courtesy for classroom use. They are designed primarily for adopters in introductory composition courses but may be used or adapted for courses in other areas. This packet contains general suggestions for teaching the book; questions for reading and discussion; writing projects; and suggestions for further reading.

To adopt the book, simply include it (ISBN 978-0060831356) in your regular book order.

Other information:

Desk/examination copies: The English Department has a limited number of desk/exam copies; if you would like to request one, please contact Barb Nascak at banascak@winona.edu. Desk/exam copies may also be requested via the publisher's website, .

Additional information, including an author biography and links to a number of relevant interviews with and articles by Kimmel, is available at the following websites: o 57 o

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Winona State University 2012-2013 Common Book GUYLAND: The Perilous World Where Boys Become Men Michael Kimmel

Author visits: Kimmel will visit WSU to discuss Guyland October 9-10, 2012, and again in spring 2013. His fall keynote address is tentatively scheduled for 7 pm, October 9, in Somsen Auditorium.

Related programming will be publicized as the academic year begins. For additional copies of these materials, or for further information, please contact

Ann-Marie Dunbar at adunbar@winona.edu.

Sincerely, Dr. Ann-Marie Dunbar Assistant Professor, English 308 Minn? Hall, Winona State University Winona, MN 55987 507-457-2431 / adunbar@winona.edu

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Winona State University 2012-2013 Common Book GUYLAND: The Perilous World Where Boys Become Men Michael Kimmel

TABLE OF CONTENTS

PRE-READING QUESTIONS ............................................................................................ 4 SECTION 1 .............................................................................................................................. 5

Chapter 1 Welcome to Guyland (1-23) Chapter 2 "What's The Rush?": Guyland as a New Stage of

Development (24-43) SECTION 2 ............................................................................................................................ 9

Chapter 3 "Bros Before Hos": The Guy Code (44-69) Chapter 4 High School: Boot Camp for Guyland (70-94) SECTION 3 .......................................................................................................................... 14 Chapter 5 The Rites of Almost-Men: Binge Drinking, Fraternity Hazing,

and the Elephant Walk (95-122) Chapter 6 Sports Crazy (123-43) SECTION 4 .......................................................................................................................... 18 Chapter 7 Boys and Their Toys: Guyland's Media (144-68) Chapter 8 Babes in Boyland: Pornography (169-89) SECTION 5 .......................................................................................................................... 22 Chapter 9 Hooking Up: Sex in Guyland (190-216) Chapter 10 Predatory Sex and Party Rape (217-41) SECTION 6 .......................................................................................................................... 26 Chapter 11 Girls in Guyland: Eyes on the Guys (242-64) Chapter 12 "Just Guys" (265-90) WRITING PROJECTS ........................................................................................................ 30 BIBLIOGRAPHY ................................................................................................................. 34

Cover image: (7th-Edition)-Reece-IE.html.

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Winona State University 2012-2013 Common Book GUYLAND: The Perilous World Where Boys Become Men Michael Kimmel

PRE-READING QUESTIONS

The following questions address a variety of topics discussed throughout Guyland. They are meant to introduce students to the major themes of the book and help students relate them to their personal experiences.

1. Consider the male figures in your life (brothers, fathers, uncles, friends, etc.). What key words would you use to describe these male figures? When you describe these male figures do you see a pattern in what type of words you are using to describe them? Is this pattern negative or positive?

2. How are young male adults represented in mass media? Would you say that this representation is positive or negative? Why or why not?

3. Have you ever heard of the Bro Code? What does it mean to you? Is it significant in young men's lives?

4. What is the role of women (mothers, friends, girlfriends, sisters, peers, etc.) in a young man's life? What key words would you use to describe these female figures? When you describe these female figures do you see a pattern in the type of words you are using to describe them? Is this pattern negative or positive?

5. What role do other guys play in a young man's life? Think about an everyday situation in which two or more young males are hanging out together. What dynamic do you see? What do their actions say about their friendship? Who are guys trying to impress the most?

6. What is the definition of masculinity to you? When you think about the representation of masculinity in the past, do you see a shift in the definition today?

7. What is your understanding of hazing/initiation rituals? Consider the rituals of sports teams, fraternities/sororities, and other organizations such as the military. What is your experience with hazing? Was it a positive or negative experience? Why?

8. What role does watching pornography play in a young man's life? How do guys view the women who are in it?

9. Who are the important adult figures/mentors in your life? What is their role? What makes them important?

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