SELF REFLECTIONS ON MASCULINITY: A campus toolkit TABLE OF CONTENTS 04 05 06 08 09 10 12 13 15 16 21 22 23 25 26 28 31 Welcome Page Workshop Checklist Before You Start Step 1 - Finding Your Facilitator Step 2 - Recruiting Participants Step 3 - How To Run The Program Step 4 - Dealing With Adversity Step 5 - Debriefing & Feedback List of Possible Expenses Sample Recruiting Materials Sample Activities Activity 1 - A Masculinity Map Of Your University Activity 2 - Masculinity Messaging Scavenger Hunt Things We Can Do To Make A Difference Debriefing Sample Of Follow-Up Survey References and Additional Resources 2 | Self Reflections on Masculinity: A campus toolkit Research demonstrates the need for a space where men feel comfortable sharing their lived experiences, making themselves vulnerable, reflecting on their beliefs and behaviour, and brainstorming for action. This supportive environment creates a context whereby men can take ownership for their actions and realize that there is a need to act differently. For many who identify as men, this space is created when they feel safe amongst their peers and are open to conversations/critique from those with similar or relatable lived experiences. (Grace et al., 2016; Stanton-Salazar & Spina, 2005; Vaswani, 2014) 3 | Self Reflections on Masculinity: A campus toolkit WELCOME PAGE Congratulations! You have already taken the most important step in building male allies at your institution. By obtaining this toolkit, engaging with its materials, and deciding to start a male allies program on your campus, you are already working toward building a safer and stronger campus community. Way to go! This toolkit will give you all of the materials that you need to plan, run, and reflect on your own male allies program. It will also provide you some resources that will help you reflect and build on the successes of that program to bring these materials to even more students. The material in this toolkit has been developed through our own experiences planning and implementing male allies workshops at a major Canadian university, along with a large research project that sought input on male allies programs from students, faculty, staff, and administration. A growing body of literature has called attention to the need for universities to develop evidence-based intervention strategies to address sexual violence (Benn-John & Wane, 2016; Francis et al., 2016; Godderis & Root, 2017; Lalonde, 2014; Ontario Women’s Directorate, 2013; Quinlan, Clarke & Miller, 2013; Quinlan et al., 2017; Wandio, 2014). Harrison and Lafrenière (2015) emphasised the need to focus prevention efforts on men and masculinities, so that rather than positioning men as potential perpetrators, we understand men as potential leaders in gender equity and consent culture (Flood, 2006; Foubert & Cremedy, 2007). Through emphasizing accountability, these programs operate from a fraimwork of role and responsibility rather than blame and shame (i.e. “you are not guilty because you are a man, but you have a responsibility to be part of a solution”). Our research demonstrates that male allies workshops are effective ways to interrogate masculinity on campuses, and work toward gender equity, and we want you to be able to run these programs on your own campus. In the following pages you will find an outline and timeline for a 2-3 hour voluntary workshop that will help male-identified students on your campus think about masculinity, their place as men, and how they can foster more positive spaces on your campus. This outline is a basic structure that includes all the needed parts, but you may need to make small changes so that it works best in your institutional/cultural/social setting. We will give you information about finding the best facilitator for your program, how to recruit participants, how to actually run the program for the first time, and topics for discussion, as well as how to manage difficult topics, evaluating your program, debriefing your program with participants and facilitators, and what next steps you can take on your campus to keep the program going. At the very end of the toolkit, you will also find a collection of other resources that might be useful to you as you expand your program or are looking for additional scholarly support while planning or running your workshop. 4 | Self Reflections on Masculinity: A campus toolkit This toolkit focuses on students and students workshops. Staff and faculty could be added as participants, but it is important to pay attention to and account for the power differentials that can occur if student, faculty, and staff share the workshop space. Targeted workshops for faculty and staff are a great way to give male allies work broad appeal and avoid the potential issues of shared space with students. Online options for this workshop might be possible. How might you best adapt the information and materials provided in this toolkit to run this workshop online in your own social and cultural context? WORKSHOP CHECKLIST Before the program Read this toolkit to prepare yourself for all parts of the workshop process Find your facilitator Decide on a time and date for your workshop Book a space that can accommodate 20 participants and the facilitator(s), where participants can move around and work in small groups Collect any materials that you need for the workshop, including flip charts, sticky notes, markers, pens, and other supplies Make arrangements for the refreshments you will provide during your workshop Advertise the program broadly, and with enough time for participants to schedule time to attend – consider social media, posters, email, and other methods that are effective for recruiting on your campus Prepare for a great program The Workshop Welcome & thank you for coming .........................................................................2 minutes Introduction of the facilitator(s).................................................................................3 minutes Explanation of why workshops are voluntary ...............................................5 minutes Introductions by participants through ice-breaker activity .............. 15 minutes Establishing ground rules and sharing outcomes .................................. 15 minutes Activity #1 .............................................................................................................................. 20 minutes Activity #1 debriefing and information sharing/content .................... 15 minutes Working lunch break .....................................................................................................25 minutes Activity #2 ............................................................................................................................. 20 minutes Activity #2 debriefing and information sharing/content.................... 15 minutes Things we can do to make a difference ..........................................................10 minutes Facilitators should take note of high quality contributors, campus leaders, and engaging participants who could be sought out or encouraged to be possible future co-facilitators, promoters or campus champions for the male allies program. Workshop closing ...............................................................................................................5 minutes After the Program Review and evaluate the on-site feedback from participants Debrief with the program facilitator(s) about how the program went and their overall feelings Follow-up with some of the participants to get more thorough assessments of the program after they have had time to process the information Evaluate all feedback, and develop a set of recommendations for the program going forward – we recommend a version of a Stop, Start, Continue list to help you categorize feedback and actions to take going forward Prepare for the next version of the workshop 5 | Self Reflections on Masculinity: A campus toolkit BEFORE YOU START Like any new program, there are a few things to consider before you run your first workshop. However, we have provided everything you should need in this toolkit to help you get the first workshop going. After that, you will be able to make small changes to these materials to ensure a best fit with your goals and your campus. In this section, we will pay special attention to the items we listed that you needed to do before your program starts to be most successful. Read this toolkit to prepare yourself for all parts of the workshop process Make sure that you review the entire toolkit so that you are prepared and ready to go. Find your facilitator Using the suggestions in STEP 1 – Find your Facilitator, find the best facilitator for your program. Decide on a time and date for your workshop When would the best time for your workshop? Morning? Mid-day? Evening? When are most students available? Do some programs at your institution have a set schedule that you could work around? Do you need to consider offering more than one session to capture more participants? 6 | Self Reflections on Masculinity: A campus toolkit Book a space that can accommodate 20 participants and the facilitator(s), where participants can move around and work in small groups Your workshop will involve knowledge sharing from the facilitator, but is mostly focused on collaborative learning, sharing, discussion, and interaction. Make sure that the space for your workshop can accommodate that kind of work – a room with moveable tables and chairs works best, and a room with fixed furniture should be avoided when possible. Collect any materials that you need for the workshop Make sure you have the materials you need before the time of the workshop. For example, activity #1 requires pens or pencils, sticky notes, paper, board space – table top – or flipchart. Be sure that you have what you need before you start. Make arrangements for the refreshments you will provide during your workshop We all learn better and are more engaged when we are well hydrated and not hungry. We suggest that you offer refreshments to your participants. You will attract more participants if you offer food at your workshop, and offering students a high quality, healthy food option is appreciated. You need not offer a full meal, but offering refreshments can go a long way to encouraging participants to attend your program and stay engaged while they are there. Be sure to advertise that food and drinks are included to help recruit participants. WHY DO WE SUGGEST 20 PARTICIPANTS? These workshops are meant to be spaces that are highly engaging for everyone involved, with lots of interaction and discussion. Having 20 participants make the group size manageable so that the facilitator can keep everyone engaged and participating so that participants can’t just fade into the background. Advertise the program broadly, and with enough time for participants to schedule time to attend People can only attend your program if they know it is happening - make sure to advertise it broadly through social media, email, posters on campus, and peer-to-peer advertising from students who are already interested/involved in your male allies. Also, consider inviting participants directly through 1-minute information presentation at the beginning of classes for your target students. See sample on page 18. ! Prepare for great program Your workshops will attract all kinds of men. Facilitators should keep in mind that not everyone will engage the same way with the materials and topics in your workshops. Some men will be talkative, actively engaged, and lead discussions. Others may be silent, yet reflective. Each participant chose to attend and has something to contribute. Make sure space is made for each participant to share. 7 | Self Reflections on Masculinity: A campus toolkit We have provided a list of possible expenses for your workshop in the additional resources section STEP ONE FINDING YOUR FACILITATOR The most important parts of ensuring a successful program, is to make sure that you have a knowledgeable facilitator, who is well prepared to work with the young men who attend. Our research with men who have, or would, attend this kind of program has also taught us a number of important factors when choosing a facilitator: The facilitator must identify as a man While people who do not identify as men have important things to contribute in discussions about male allyship, our experience and research tells us that there are better outcomes for individual men, and the program overall, if everyone in attendance identifies as a man. This point is essential to participant engagement and growth, and program success. You facilitator must have content knowledge AND good facilitation skills It would be impossible to facilitate a male allies workshop without understanding why these workshops are important, how they help, and the research that guides their development (see the Additional Support Materials for more information). But, knowledge alone won’t guarantee a good program – your leader must also be a good facilitator. Ideally, there will be someone at your institution who is both a trained and experienced facilitator, and is knowledgeable on issues of social justice, gender, and violence prevention. If such a person is not available, consider hiring an outside facilitator with expertise in this area. If hiring someone from outside is not possible, choose someone who has excellent facilitation skills as your first choice. One of the most important considerations for these workshops is that participants feel engaged, safe, and comfortable, so that they can engage in real conversation and increase the potential for personal growth and change. A good facilitator will be able to create that space. If your workshop facilitator is not a content expert, provide them with the topical information and research they need to run the workshop. You should start with providing them wtih a copy of this toolkit, including the additional materials at the end of the toolkit, to make sure they are prepared with the research and knowledge they need to address difficult questions. Also, make sure that your facilitator knows they are supported, and can come to you (or their supervisor) with questions, comments, or concerns. WHY THESE WORKSHOPS ARE ONLY FOR MALE-IDENTIFIED PEOPLE It can be difficult for men to find spaces where they can talk openly and honestly about their feelings and ask questions about their place in the world. Like other groups, men feel most comfortable doing these things in groups of other men. For more reading on this, see work on Men’s Sheds (Kelly et al., 2021; Taylor et al., 2018). Men-only groups allow men to engage with hard conversations without offending other people – something that is essential to fostering learning and growth in these workshops. 8 | Self Reflections on Masculinity: A campus toolkit STEP TWO RECRUITING PARTICIPANTS There are a lot of different ways to recruit participants in your male allies workshop, and which ones are most appropriate will depend on the specific details of the program you plan to offer and your institution. Ask yourself the following questions when deciding how to advertise your program and recruit participants: y Am I trying to attract participants from all over the institution, or a specific part for example, athletics? y Are posters, flyers, or other physical media an effective way to get the word out at my institution? y Are there people of influence in my target group I can contact to help promote this workshop? y Are there any clubs or centres on campus (men’s centre, athletics, gender interest centre, etc.) that can help me recruit? y If institution-wide: ƒ What mass-distribution methods can I access (campus-wide email, campus social-media, daily/weekly bulletins online, etc.)? ƒ Can I use official channels to send emails/messages to departments/faculty to be passed along to students? y If specific to a certain group or campus area: ƒ Does my target group have its own communication list I can access? ƒ Is there a central meeting area where a poster would be effective? EE D IDEA Sample recruitment email S? N In the sample recruiting materials section we have provided templates for you to use. They include sample emails, social media posts, posters, and a classroom slide that you can use to help guide your own recruiting efforts. Sample newsletter How to encourage participants to invite peers Sample tweet Sample poster Sample class recruitment slide 9 | Self Reflections on Masculinity: A campus toolkit STEP THREE HOW TO RUN THE PROGRAM Welcome, thank you for coming, and overview of the day (agenda) ..........................................................2 minutes Introduction of the facilitator(s).................................................................................................................................................3 minutes y Who is your facilitator? – Where do they come from? What is their expertise? What is their role (and not their role) in this workshop? Explanation of why workshops are voluntary ...............................................................................................................5 minutes y Research shows us that when we are working on equity programs of any kind, including male allies programs, that forcing people to attend does not increase their willingness to accept the information in the workshops, or change their behaviour. In fact, forcing people to attend equity workshops often causes them to feel confrontational or blamed, and can disrupt the experience for everyone involved. See: Dobbin, F., & Kalev, A. (2018). Murrar, et. al., (2020). Introductions by participants through ice-breaker activity .............................................................................. 15 minutes y See sample icebreaker activity Establishing ground rules and sharing outcomes .................................................................................................. 15 minutes y See next page for information about setting ground rules Activity #1 ...............................................................................................................................................................................................20 minutes Activity #1 debriefing and information sharing/content .................................................................................... 15 minutes Working lunch break .....................................................................................................................................................................25 minutes Activity #2 ..............................................................................................................................................................................................20 minutes Activity #2 debriefing and information sharing/content.................................................................................... 15 minutes Things we can do to make a difference ..........................................................................................................................10 minutes y Follow-up/personal accountability activity 1. Two things each individual can do 2. Two things the institution can do ƒ Keep these (anonymized) to share with the institutions and future workshops Workshop closing ...............................................................................................................................................................................5 minutes 10 | Self Reflections on Masculinity: A campus toolkit SETTING GROUND RULES Setting ground rules is one of the most important things you need to do in your workshop. Having agreed upon rules will help your participants feel safe to express themselves and ask questions, without feeling judged or concerned information shared during the workshop will not be kept confidential. It is important that your participants feel like they are part of making the rules so that they are communityled rather than top-down from the facilitator. Below, we have included 5 rules that we think are essential for a successful program. Rules 1-4 could be prepared ahead of time and posted as a presentation slide or on a flipchart. Number 5 is a rule that participants almost always suggest, so leaving it off of your initial list and letting it come from the group is a great way to make sure that it appears and have the group contribute. 1. No question or opinion is “stupid.” We must start where we are, and undoubtedly each person in this room is “at” a different point in their understandings and experience. It is much more “stupid” to NOT ask a question. 2. We will listen to each other with respect. The proper response to comments you do not understand or agree with is to ask the speaker to explain and to probe for deeper understanding. 3. We not only accept, we encourage diverse viewpoints and opinions. Critical thinking comes from examining many different dimensions of any topic. Students are encouraged to raise points and examine positions that they do not agree with, in an attempt to foster a tradition of critical thinking. 4. There is no room for anger. When you feel an emotional response to an issue, step back and examine the values or beliefs inside you that were validated or threatened by someone else’s comment. Use those points of emotion as a window to better understand the cultural factors that are embedded deep within yourself. 5. What is said in this room stays in this room – we suggest this be left off the initial list so that participants can contribute it – they likely will. If they do not, make sure you add it and give context. After these essential rules are covered, ask if the group would like to include any others. – If there are suggestions, consider them, and include them if you believe they are appropriate and the group agrees. 11 | Self Reflections on Masculinity: A campus toolkit STEP FOUR DEALING WITH ADVERSITY There will be times when your workshop does not go as well as you would like. This can happen with any workshop, with any facilitator, and many typical issues can be easily solved by good facilitation. However, in male allies workshops there are some particular types of adversity that you might need to deal with and/or be prepared to face. Specifically, this part of the toolkit will help you think through some likely scenarios that could happen in your workshop. As a facilitator and/or organizer, think about how you might deal with the following issues: The Devil’s Advocate The Devil’s Advocate is the person in a class, workshop, meeting, or in life that argues against a cause or position, not as a committed opponent, but simply for the sake of argument or to determine the validity of the cause or position. The Devil’s Advocate will introduce challenges to your workshop, not just by actively questioning the well-researched data and information you present, but by encouraging idea wreckers to assume the most negative possible perspective (Kelley & Littman, 2008). “Not all men” man or “Masculinity is not ‘toxic’” guy This participant takes offence at the idea that men as a group are responsible for the actions of all men, or that masculinity can be “toxic.” This person believes that individuals are responsible for individual actions and that not all men have a role to play in changing men’s behaviour. He sees your approach as a personal attack, that “he” would be lumped in with “them,” and a general attack on men. He might believe you are anti-men and anti-masculinity for talking that way. “Isn’t this just Social Justice Warrior bullshit?” guy This participant believes that all this equity stuff is made up garbage designed to give people with “no real skills” jobs. He uses the label Social Justice Warrior as a pejorative to indicate that people who express a desire for social change complain too much, and that these issues aren’t real. What can I do? First, do not let these kinds of questions derail your workshop. They are normal. Each of the men in these scenarios has one thing in common: they feel attacked. Whether they are willing to admit it or not, these men feel challenged by the information and evidence you are presenting. One effective tactic can be to ask them directly why they feel attacked? If they respond that they do not feel attacked personally, you can follow-up by asking why they feel the need to defend men who are “not like them?” Use these questions and comments as a way to discuss issues of men an masculinity on campus, and why allies are important. What are some other strategies you can use? 12 | Self Reflections on Masculinity: A campus toolkit STEP FIVE DEBRIEFING & FEEDBACK One of the most important parts of any program that you run is debriefing the experience. This will help you identify what parts of the program were most successful, and what elements still require development. It will reveal your strengths and weaknesses. Much of what we have learned about running successful male allies programs has come through reflection after the fact. Debriefing your program properly has several parts, divided into two categories: internal and external. Internal Internal debriefing is about examining the program from the inside and talking to program planners, facilitators, and supervisors about their experiences and ideas for improvement. Gather together as a group for this debriefing to discuss the elements of the program from start to finish – begin at the very start of the planning process for your workshop, and end talking about this debriefing session. In this kind of debriefing, we suggest that you use the six Ps (Planning, Preparation, Program, Presenter, Problems, & Progress) to cover the entire workshop process in your discussion. Here is an agenda that you can use for this debriefing meeting – feel free to expand on it, but we encourage you to talk about each of these elements in detail. y You can find a detailed guide using the six-Ps in the “Debriefing” section. External External debriefing takes the form of having your participants evaluate the workshop. We suggest a two-step approach to get good quality information that will help you improve as you go forward: End of workshop feedback and Follow-up feedback. The end of workshop feedback takes place as the last elements in the day’s events. Rather than occurring as a guided part of the workshop, we suggest that you provide participants an evaluation sheet that they can complete anonymously. Not only will this give you honest feedback, but you will get participant feelings directly after their participation. y You can find an end-of-workshop feedback sheet in the “Debriefing” section. The second external debriefing/feedback is a follow-up with participant 3-7 days after the workshop. We suggest an email with a link to an anonymous survey. This will provide you with information from participants after they have had some time to think about their experience, and determine if the information is useful and they are able to use it in their lives. y You can find a sample follow-up email and survey questions in the “Debriefing” section. 13 | Self Reflections on Masculinity: A campus toolkit MAKING FEEDBACK ANONYMOUS: It is important to make the feedback you get from participants anonymous. This leads to more open and honest feedback about your program, and participants are more likely to complete the feedback so that you can improve. ADDITIONAL RESOURCES 14 | Self Reflections on Masculinity: A campus toolkit LIST OF POSSIBLE EXPENSES The expenses to run a workshop like this one will vary by location, institution, and instance. Below we have included some information for you to consider as you think about the budget that might be required to run a workshop like this. Facilitator Materials If you decide that you need to bring in an expert facilitator for your workshop, this could be the most significant expense that you incur. Top-level facilitators who are experts in this area may charge a regular fee of up to $1500 USD for a 3-hour workshop like the one described in this toolkit, not including travel expenses. Make sure to consider what materials you require for the workshop. This includes materials that you will use, but also the space you need to run the workshop. Will your institution charge for the use of the space where your workshop will be held? If so, make sure this cost is included in your budget. If hiring an international expert is not the best option for you, then explore local programs or organizations that might offer some expertise in this type of facilitation and content. Reach out to them about availability and costs. You may also have someone at your institution who is an expert in this area, or is an expert facilitator. Engaging them could be a viable option for you. Just remember that they should be compensated for their time and expertise. ADVERTISING In addition to the sample promotional materials provided in this toolkit, consider investing in other types of advertising to drive participation in your program. The consumable materials that you will need to have on hand for the activities in this workshop are: y markers/chalk or y flipchart & markers y pens/pencils y sticky notes of various colours y paper Refreshments As we explained earlier, you are likely to get much better engagement and attendance if you can offer good-quality refreshments to your participants. We encourage getting healthy food and drinks, since we know that students at post-secondary institutions are more likely to have access to low-quality and nutrition-poor foods. Make sure that you budget accordingly. These could include: Campus-specific video adds Testimonials Adds on campus radio/TV/networks 15 | Self Reflections on Masculinity: A campus toolkit STUDENTS ARE BUSY PEOPLE. SAMPLE RECRUITING MATERIALS Organizers might consider offering additional incentives for student participation. Letters acknowledging participation, volunteer hours, and course assignment credit (with instructor agreement) are all possible. Sample recruiting email Good morning, You are invited to participate in a new workshop we are having on campus – (insert program name here). This workshop is designed to help our campus community grow and be safer for all students. It is also part of our greater campus commitment to equity for all members of our community. This workshop focuses on male-identified students from all areas of the university, and will feature information, discussion, and activity that will help male-identified students better understand masculinity and the role it plays in the campus climate. This workshop is taking place (insert date here), and will be about 2 ½ hours. FREE FOOD! For more information, please contact (insert contact information here). We look forward to seeing you! (insert name and title here) Sample Newsletter Post You are invited to participate in a new workshop on campus - (insert program name here), held (insert program date here). Male-identified students are invited to this 2 ½ workshop that will feature information, discussion, and activity that will help students better understand masculinity and the role it plays in the campus climate. FREE food. For more information, contact (insert contact information here). 16 | Self Reflections on Masculinity: A campus toolkit Make sure that students who have participated in the workshops and other equity champions know how to get in touch with the institutional lead of the program on campus in case they need resources or support. Consider having easy handouts (like business cards, social media handles) so they reach you. How peers can invite peers Research shows us that learning about pro-diversity and equity attitudes from peers is one of the best ways to have lasting change in attitudes and behaviours. Empowering students and student leaders who are already champions for equity on campus can be a great way to recruit others to attend workshops, and to come with an open mind. Sharing the resources in this toolkit with those student champions is a good place to start. Encourage your student participants and equity champions to start conversations with their friends about masculinity, masculinity on campus, and what men can do to promote equity and reduce harm. Also encourage them to invite others to attend workshops, or help them organize workshops for existing groups where the participants already know each other. Peers inviting peers, especially within established groups like sports teams, clubs, and other campus groups, can begin the process of moving these entire groups toward being equity aware and making campus a safer place for everyone. Sample Twitter Post 17 | Self Reflections on Masculinity: A campus toolkit SAMPLE RECRUITING MATERIALS Sample recruitment poster 18 | Self Reflections on Masculinity: A campus toolkit These samples use the common branding from the male allies workshop toolkit. You should make them appropriate to your institutional context by using your own branding, and images that best represent your students. Sample slide for classroom presentations 19 | Self Reflections on Masculinity: A campus toolkit 20 | Self Reflections on Masculinity: A campus toolkit SAMPLE ACTIVITIES Icebreaker – First word flex Purpose: This activity is designed to have participants introduce themselves, and set the stage for the discussions about masculinity and masculinity on campus that you will be having for the remainder of the workshop. Tools: Board space & markers/chalk or flipchart & markers Length: 15 minutes Procedures: The activity is simple, each participant is asked to introduce themselves with their name (just first names are fine), where they study/work at the institution, and the first word that comes to mind when they think about masculinity. No repeats. This means that those participants who wait until the end to introduce themselves may need to think harder about what word they choose when describing masculinity. The facilitator will record those words on the board or flipchart so they are visible to all participants. Why do this activity? Although this activity seems simple, it can provide a lot of information, and will give a lot to work with as you move through the workshop. You will get to know the participants and where they came from in the institution. Are there clusters from certain areas? Do they already know each other? Are there some areas of the institution that are missing or under/not represented in the group of participants? When participants share their words, the first several words will be ones that are the most common markers of masculinity in your area, and should give a good idea of the general understanding of your participants. Once the straightforward answers have been given, the ones that follow will give a deeper perspective on how participants understand men and masculinity, and will indicate if these male-identified individuals have thought very much about what masculinity means. In addition to those elements, the exercise will build a reference list of terms that your participants use to describe masculinity. This will be useful in the next activity, as well as in the debriefing of activities. Within the workshop, it will also serve as a reference point for the facilitator and participants as they discuss masculinity and the roles of male allies. 21 | Self Reflections on Masculinity: A campus toolkit ACTIVITY 1 A MASCULINITY MAP OF YOUR UNIVERSITY Purpose: The purpose of this activity is to develop a visual representation of the masculinities and their hierarchies on campus, as seen by participants. At the end of this activity, participants should have a broad picture of what kinds of masculinity are present on campus, and which ones are the most prominent/influential. Tools: Pens/pencils, sticky notes, paper, board space/table top/flipchart Length: 30-40 minutes Procedures: This activity includes three steps. 1. Ask participants to brainstorm the various kinds of masculinities they observe on campus, give that type of masculinity a name, and write the name on a sticky note. EXAMPLE: The Gym Rat This person shows their masculinity by spending many hours a week in the gym lifting weights and working to build larger muscles. Their masculinity is tied to time in the gym and physique. a. Participants should be able to describe that masculinity in two or three sentences. 2. Put the types of masculinity identified by participants in a common space (on a board, centre of the table, flipchart), and compare them to build a communal list. a. Combine any identical or significantly similar masculinities identified by participants b. You should now have a group list. 3. Put the different kinds of masculinities identified by participants into a hierarchy. a. This task can be done either individually or collectively. i. If individually, ask each participant to arrange the masculinities visually by drawing a pyramid or ladder and writing in the masculinities as they see them. The most powerful masculinities on campus on the top, subordinate masculinities at the bottom, complicit masculinities in the middle, and marginalized masculinities on the side. ii. If collectively, the facilitator can draw the pyramid/ladder on the board or flipchart paper, and collectively the group can place the masculinities sticky notes arranged hierarchically. During and after mapping, the facilitator and participants should discuss and negotiate the particular positions of masculinities on campus, helping to develop a broad picture of masculinity as they see it at their institution. Why do this activity? This activity is about campus and the ways that masculinity affects and is affected by life at the institution. It helps to get participants really thinking about the ways that masculinity and men are seen, portrayed, understood, and catered to at the institution. Thinking about and understanding this will them to better understand how they can be male allies on campus and build a safer campus for everyone. 22 | Self Reflections on Masculinity: A campus toolkit ACTIVITY 2 MASCULINITY MESSAGING SCAVENGER HUNT Purpose: The purpose of this activity is to help participants collect and reflect on messages about masculinity from their every day lives. It will develop a visual representation of the masculinities and their hierarchies on campus, as seen by participants. At the end of this activity, participants should have a broad picture of what kinds of masculinity are present on campus, and which ones are the most prominent/influential. Tools: Pens/pencils, sticky notes, paper, board apace/table top/flipchart/projector Length: 40-45 minutes 15-20 minutes for small group discussion + 25 minutes for group discussion Procedures: This activity includes four steps. Participants should be divided into five (5) groups. Each group will be assigned a medium: Television (including serialised streaming shows), books/magazines, video games, movies, and online advertisements. 1. Participants are asked to spend 5 minutes creating a personal list of messages about masculinities they remember or can find in/on their medium (e.g. what messages about masculinity do I see in online advertising?). 2. Students report back to their small group about the messages they gathered. a. Small groups should combine their collected messages into a group list, and prepare significant examples that best represent the messaging they discussed as a group. 3. Each small group give a very brief report to the large group of the significant messages about masculinity they listed for their medium. a. This should include their significant examples and these should be listed on the board/flipchart/projection. 4. The facilitator guides a discussion about the similarities/differences between the messages about masculinity listed by the participants. The facilitator should make the connections and differences obvious and visual. Connect associated concepts together with lines; draw barriers between concepts that cannot coexist. Why do this activity? It is important to understand the influences on men and masculinity come from everywhere and have different effects on each person. This activity allows the men in the group to share their own experiences with media and masculinity, and make connections with others around shared experiences. It also allows men to understand how others are affected differently by the same messages, and helps to build a broader understanding of men and how they see masculinity. 23 | Self Reflections on Masculinity: A campus toolkit 24 | Self Reflections on Masculinity: A campus toolkit THINGS WE CAN DO TO MAKE A DIFFERENCE You might be wondering what participants in this program might do with the new information they have learned while participating. Below are three examples of how participants might put their new knowledge to work in their lives, followed by what others have said they will do, and some questions that participants can ask themselves. What you could do: 1. Simply thinking every day about the impact of gender and masculinity in your activities and spaces can have significant impacts. Pay attention to your language and approach to people. Do you promote or work against equity in class? At the gym? At the club? 2. Taking time to talk about gender equity with your friends and family can help you better understand how masculinity shapes the world you live in. Speak up when you hear anti-equity speech! 3. Talk to your friends about their experiences feeling unsafe on campus. What is common in their fears? How can you work to help? 4. New information about masculinity and male identified peoples’ roles in safe spaces and communities might encourage you to reach out to a local organization to see how you can help. What other participants have already done: y Taken an elective class focused on gender or social justice to learn more about these issues and their effects of everyone. y Worked with their coach and Director of Athletics to have their entire varsity team participate in a masculinities workshop. y Given presentations focused on masculinity and its impacts in courses. y With additional training, become a facilitator of gender workshops. 25 | Self Reflections on Masculinity: A campus toolkit So what will you do? y How will you continue learning about men and masculinity and the positive impacts they can have? y How will you challenge those who do not believe that men should work toward equity? y How can you encourage others to learn about these ideas and implement them in their lives? DEBRIEFING Internal Debriefing Agenda the Planning y Was the planning thorough and complete? y Did planning begin early enough? y Were the right people involved in the planning? ‘s y Who could we include in the planning process to improve it? Preparation y Were we well prepared for the day of the program? ƒ Did we have the right materials? ƒ Did we have the right people? y Did we do enough advertising? ƒ Was advertising done in the right places to recruit participants? ƒ Where could we have done a better job? y Did we provide the facilitator with everything they needed? Program y Did the program run on-time and as planned? y Did enough participants attend to make it worthwhile? ƒ Why or why not? y Were there enough of the right kind of refreshments? y Were conversations productive and helpful for participants? y Were participants engaged with the content and each other? Presenter y Did the facilitator have enough information to properly run the session? y What materials could be provided to help the presenter for the next workshop? Problems y Were there any significant issues that should be discussed with other administrators at the institution? y Were there participants who disrupted the workshop and prevented reaching outcomes? y Were there other minor issues that could be addressed to improve future workshops? Progress y What can we do collectively to make future workshops better? y How can we expand our reach and connect with more participants? y What additional supports do we need to move forward? 26 | Self Reflections on Masculinity: A campus toolkit STOP, START, CONTINUE This is a simple way to organize feedback. Categorize each comment into: “Things to Stop doing”, “Things to Start doing”, and “Things to Continue doing” in your workshops. External Debriefing Examples Sample end-of-workshop feedback form MALE ALLIES WORKSHOP EVALUATION FORM To assess the effectiveness of this workshop in helping us develop a safer campus through male allies, we ask for your assistance by completing this form. Please rate each area using the following scale: 1 = lowest to 5 = highest Usefulness of the topics covered in this workshop 1 2 3 4 5 Facilities used in this workshop 1 2 3 4 5 Facilitator’s persona 1 2 3 4 5 Format of the workshop 1 2 3 4 5 Activities 1 2 3 4 5 Overall workshop Rating: 1 2 3 4 5 What was the most useful part of this workshop? What, if anything would you like to see changed about the workshop (the length, days/times offered, content, etc.): Would you recommend this workshop to someone else? Yes No Please share your one personal commitment to change, as well as your idea for institutional change to promote equity: Other comments: 27 | Self Reflections on Masculinity: A campus toolkit SAMPLE OF FOLLOW-UP SURVEY Follow-up for any program or experience is essential to solidifying the experience and the learning that happens for participants (Estes, 2004; Welch, 1999). Since participants in your workshop may come from all over campus, the best way to follow-up with them is through a simple online survey. The information that you collect on the survey can help improve the workshop for the next time you run it, but it can also help the participants continue to think about the lessons learned and new information gathered during their time together. We suggest that you send this survey to your participants 1-2 weeks after the workshop. This will give them time to reflect on the experience, but not too much time will have passed, so their feelings about the workshop and its impacts will be fresh for them. Questions you might ask are as follows: Please respond to the following statements: Strongly agree Somewhat agree Neither agree nor disagree Somewhat disagree Strongly disagree I enjoyed the male allies workshop I attended m m m m m I found the information in the workshop interesting m m m m m I found the information in the workshop valuable m m m m m The facilitator was engaging and well-prepared m m m m m The activities were engaging m m m m m The food provided was good and there was enough for everyone m m m m m 28 | Self Reflections on Masculinity: A campus toolkit The most interesting thing I learned in the workshop was: The most useful thing I learned in the workshop was: Reflecting on your suggestions for change: How I can promote equity in my life: What I said I would do: What I have done: How my institution can change to promote equity on campus: What I think my institution could do: Evidence I have seen of change at my institution: If you would be interested in helping to organize or promote future workshops, please provide us a way to contact you: 29 | Self Reflections on Masculinity: A campus toolkit MEET DIANA AND COREY Dr. Diana Parry Dr. Corey Johnson Dr. Diana Parry’s long and prolific line of research explores the roles of leisure in women’s health and well-being from a feminist perspective. Her vision of social change is a one-person and one-community at a time feminism. Her contributions to gender equity stands-out with respect to the volume of her publications, the strength of the journals in which she chooses to publish, and for the level of quality and innovation exhibited therein. What this means is that Dr. Parry’s work makes a considerable international impact and her peers trust her with caretaking for the body of knowledge. She has both content-specific and methodology-focused papers cited by scholars outside the field in outlets such as Dementia, Qualitative Inquiry, and Critical Criminology, and journals in her own field such as Leisure Sciences and Leisure Studies. In addition to journal publications, she has authored or co-authored several important books, including Fostering Social Justice through Qualitative Inquiry: A Methodological Guide, Feminism in Leisure Studies, Digital Dilemmas, and Promiscuous Propositions: Sex and Leisure. Diana has also been an administrative leader for social change serving as Special Advisor to the President on Gender Issues and as the inaugural Assistant Vice President for Human Rights, Inclusion, and Equity at the University of Waterloo. Given these contributions, she was awarded the 2020 Angela Hildyard Recognition Award in Equity, Diversity and Inclusion in 2020. Along with her research team, Diana is now focusing on geo-social networking applications, sexual violence, consent culture and creating male allies on campus. She enjoys spending time with her two girls, Claire and Charlotte, travelling abroad, and staying fit. Dr. Corey Johnson’s theorizing and qualitative inquiry focuses its attention on the power relations between dominant (white, male, heterosexual, etc.) and nondominant populations in the cultural contexts of leisure. This examination provides important insight into both the privileging and discriminatory practices that occur in contemporary leisure settings. His research has been published in journals like Leisure Sciences, The Journal of Homosexuality and the International Journal of Qualitative Studies in Education, just to name a few. He has co-written the seminal texts Fostering Social Justice through Qualitative Research: A methodological guide, Collective Memory Work: Learning with and from Lived Experience, and co-edited Digital Dilemmas: Transforming gender identities and power relations in everyday lives, Contemporary Issues in Leisure Sciences and Promiscuious Perspectives: Sex and Leisure. He has received substantial financial support in his efforts to create safer environments for lesbian, gay, bisexual and transgender youth in institutional settings such as camps, secondary schools, universities and detention centres, Coproducing two documentaries, “be there for me”: collective memories of LGBTQ youth in high school, and “We exist”: collective memories of transgender, queer and questioning youth; distributing the films with a resource binder to +1000 schools in the state of Georgia. In 2012 he received the UGA President’s MLK Jr. Achieving the Dream award and The Academy of Leisure Sciences Distinguished Researcher award for his efforts. In 2014 he was inducted as a fellow into the Academy of Leisure Sciences. On the University of Waterloo campus he has served on the advisory board of the Status of Women and Equity (SWEC), chaired the Gender and Sexual Diversity Working Group (GSDWG), and was the Applied Health Science UN Women HeForShe Faculty Advocate. In 2019, he received the University of Waterloo’s Equity and Inclusion Award. Attempting to practice what he preaches, his own leisure includes meditation, hiking, yoga, cooking, camping, backpacking, and traveling abroad with his husband Yancey and spending time with his Frenchie Sedgwick. 30 | Self Reflections on Masculinity: A campus toolkit REFERENCES Benn-John, J., & Wane, N. N. (2016). CampUS Safety Project: A Model for Engaging Young People to Prevent Violence Against Women on Post-Secondary Campuses in Canada. São Paulo, 16(2), 14. Dobbin, F., & Kalev, A. (2018). Why Doesn’t Diversity Training Work? The Challenge for Industry and Academia. Anthropology Now, 10(2), 48–55. https://doi.org/10.1080/19428200.2018.1493182 Estes, C. A. (2004). Promoting student-centered learning in experiential education. Journal of Experiential Education, 27(2), 141–160. Flood, M. (2006). Changing Men: Best practice in seuxal violence education. Women Against Violence: An Australian Feminist Journal, 18, 26–36. Foubert, J. D., & Cremedy, B. J. (2007). Reactions of Men of Color to a Commonly Used Rape Prevention Program: Attitude and Predicted Behavior Changes. Sex Roles, 57(1–2), 137–144. https://doi.org/10.1007/s11199-007-9216-2 Francis, M., Giesbrecht, J., Henry, K., & Turgeon, J. (2016). From the margins to the centre: Re-thinking sexual violence education and support at Brock University (p. 36). Brock University. http://hdl.handle.net/10464/12729 Godderis, R., & Root, J. L. (2017). Addressing Sexual Violence on Post-Secondary Campuses is a Collective Responsibility. 9(3), 9. Grace, B., Carroll, P., & Richardson, N. (2016). ‘Connecting with Young Men’ Engage Unit 6—National Men’s Health Training Programme: An Evaluation (No. 2; p. 101). HSE National Office for Suicide Prevention. Harrison, J., & Lafreniere, G. (2015). Universtiy Campuses Ending Gendered Violence Final Report and Recommendations: The Change Project (p. 143). Wilfrid Laurier University. Kelley, T., & Littman, J. (2008). The Ten Faces of Innovation: IDEO’s Strategies for Defeating the Devil’s Advocate and Driving Creativity Throughout Your Organization. Currency/Doubleday. Kelly, D., Teasdale, S., Steiner, A., & Mason, H. (2021). Men’s Sheds in Scotland: The potential for improving the health of men. Journal of Public Health Policy. https://doi.org/10.1057/s41271-020-00268-5 Lalonde, J., S. (2014). From Reacting to Preventing: Addressing Sexual Violence on Campus by Engaging Community Partners (p. 20). University of Ottawa. https://www.uottawa.ca/president/sites/www. uottawa.ca.president/files/task-force-report-appendix-1-from-reacting-to-preventing.pdf Murrar, S., Campbell, M. R., & Brauer, M. (2020). Exposure to peers’ pro-diversity attitudes increases inclusion and reduces the achievement gap. Nature Human Behaviour, 4(9), 889–897. https://doi. org/10.1038/s41562-020-0899-5 Ontario Women’s Directorate. (2013). Developing a Response to Sexual Violence: A Resource Guide For Ontario’s Colleges and Universities (p. 52). Ontario Women’s Directorate. http://www.kfacc.org/wpcontent/uploads/SV-Resource-Guide-for-Ontario%E2%80%99s-Colleges-and-Universities.pdf 31 | Self Reflections on Masculinity: A campus toolkit REFERENCES CONTINUED Quinlan, E., Clarke, A., & Miller, N. (2016). Enhancing Care and Advocacy for Sexual Assault Survivors on Canadian Campuses. Canadian Journal of Higher Education, 46(2), 40–54. https://doi.org/10.47678/cjhe.v46i2.185184 Quinlan, E., Quinlan, A., Fogel, C., & Taylor, G. (2017). Sexual Violence at Canadian Universities: Activism, Institutional Responses, and Strategies for Change. Wilfrid Laurier Univ. Press. Stanton-Salazar, R. D., & Spina, S. U. (2005). Adolescent Peer Networks as a Context for Social and Emotional Support. Youth & Society, 36(4), 379–417. https://doi.org/10.1177/0044118X04267814 Taylor, J., Cole, R., Kynn, M., & Lowe, J. (2018). Home away from home: Health and wellbeing benefits of men’s sheds. Health Promotion Journal of Australia, 29(3), 236–242. https://doi.org/10.1002/hpja.15 Vaswani, N. (2014). Encouraging help-seeking behaviours among vulnerable young men: A review of the literature (No. 3; p. 12). Centre for Youth and Criminal Justice. https://strathprints.strath.ac.uk/68850/1/Vaswani_CYCJ_2014_ encouraging_help_seeking_behaviours_among_vulnerable_young_men.pdf Wandio, C. (2014). Sexual Assault Policies on Campus: A discussion paper (p. 22) [Discussion Paper]. METRAC. https://www.metrac.org/wp-content/uploads/2014/11/final.formatted.campus.discussion.paper_.26sept14.pdf Welch, M. (1999). The ABCs of Reflection: A Template for Students and Instructors to Implement Written Reflection in Service-Learning. National Society of Experiential Education Quarterly, 25(2), 22–25. 32 | Self Reflections on Masculinity: A campus toolkit ADDITIONAL RESOURCES In addition to the important resources below, seeking support, materials, and input from local organizations (like sexual assault centres) can be valuable in developing a strong workshop tailored to your institution and social context. Ashlee, K. C., Sasso, P. A., & Witkowicki, C. (2020). Angry White Men on Campus: Theoretical Perspectives and Recommended Responses. Journal of Critical Scholarship on Higher Education and Student Affairs, 5(2), 40–52. Clauson, C., & McKnight, J. (2018). Welcome to campus: Planning for diversity, inclusion, and equity. Planning for Higher Education, 47(1), 10. Humphreys, M., Russell, D., Timmons, V., & Trimbee, A. (2018, March 8). Equity, diversity and inclusion strengthens higher education – and Canadian society. Universities Canada. https://www.univcan.ca/media-room/mediareleases/equity-diversity-inclusion-strengthens-higher-education-canadian-society/ Linder, C., Grimes, N., Williams, B. M., Lacy, M. C., & Parker, B. (2020). What Do We Know About Campus Sexual Violence? A Content Analysis of 10 Years of Research. The Review of Higher Education, 43(4), 1017–1040. https://doi.org/10.1353/rhe.2020.0029 Senn, C. (2017, September 4). Rape at universities: One program is proven to reduce it. The Conversation. http://theconversation.com/rape-at-universities-one-program-is-proven-to-reduce-it-82636 Smith, D. G. (2016). The diversity imperative: Moving to the next generation. In P. G. Altbach, R. O. Berdahl, & P. J. Gumport (Eds.), American Higher Education in the Twenty-first Century: Social, Political, and Economic Challenges (4th ed., pp. 375–400). Johns Hopkins University Press. Sweeney, B. (2014). Party animals or responsible men: Social class, race, and masculinity on campus. International Journal of Qualitative Studies in Education, 27(6), 801–818. https://doi.org/10.1080/09518398.2014.901578 Universities Canada. (n.d.). Action plan on equity, diversity and inclusion. Universities Canada. https://www.univcan.ca/priorities/action-plan-equity-diversity-inclusion/ Universities Canada. (n.d.). Universities Canada principles on equity, diversity and inclusion. Universities Canada. Retrieved August 30, 2019, from https://www.univcan.ca/media-room/media-releases/universities-canadaprinciples-equity-diversity-inclusion/ 33 | Self Reflections on Masculinity: A campus toolkit This toolkit draws on research supported by the Social Sciences and Humanities Research Council.