Teachers don’t have time to tackle the effects of online misogynists on students, the research says

Teachers don’t have time to talk in detail to boys and young men who may be influenced by online misogynists, the study says.

The researchers surveyed 467 teachers at 39 secondary, primary and further education schools in the UK and asked about their work with boys and young men in the classroom.

Dr. Alex Blower, a researcher at the University of Arts Bournemouth, and Dr. John Lainford, a researcher at the network, found the boy’s influence.

40% of teachers said they were unable to spend time with the concepts of boys and young men. Only 33% of people could recall having conversations with young men about masculinity in the classroom.

The researchers also told them that even if they found time to run a focus group of 15 teachers and discuss masculinity, the conversation could be challenging.

One teacher said, “I heard such a toxic word and spoke to the boy. It was pointless and I had to take a member of staff to finally join me.”

Another student said, “Many students follow Andrew Tate on social media and believe he is a role model. They feel he shows masculinity, and they spoke to many students about this.

One teacher told the researcher, “When talking about masculinity with young men, they strongly believe in their position and do not accept alternative perspectives. The conversation ends with them feeling right.”

Another said, “Many of the boys laughed and laughed, and it was difficult for women to have these conversations. Some boys were reflexive and mature.”

“The way teachers discuss influencers such as Andrew Tate in their classrooms is both important and important,” Dr. Blower told the British Sociology Society Annual Meeting in Manchester today (Thursday, April 24th).

“They take advantage of the very real pain experienced between men and boys and use it as fuel for misogyny stories.

“We believe that teachers play an increasing role in misogynistic behaviors by young men in education and are affecting the relationship between students and teachers.”

The study also provided many examples of teachers engaged in productive and open conversations about masculinity and misogyny. “There was a really open and outspoken discussion about sexual assault, feminism and consent. It was a really positive discussion that allowed young men to feel open to give personal views and to see things from a different perspective.

Another said, “This was when I was working with a group of underprivileged boys and was talking about what it means to be a boy. What are their expectations from society and how does this feel about them?

Of the 467 teachers, 425 were in secondary schools, 14 were in further education or sixth university, 14 were in primary schools, and 23 years old belonged to other types of clauses.

The study was conducted by the influence of boys, a network of teachers and researchers studying the gaps in educational outcomes among boys and young men receiving free school lunches.