Gender Performativity in Nursing; Men, Power and the Construction of the Ideal Nurse

Abstract

This study explores the pedagogical experience of male nursing students. Research questions explored male students being subjected to feminine gender performance expectations, and an inequitable exercise of power and discipline and the relation of high attrition rates of male nursing students to feminine gender performativity expectations. The framework utilized included Butler's theory of gender performativity, Foucault's concepts of power and discipline and Queer theory. A Van Manen phenomenological method was utilized, with interviews of 20 current and past male and female students. Analysis of the data revealed that male students identified a need to perform in a feminine gendered manner, felt isolated and excluded in academic and clinical settings and perceived that they were subject to stricter surveillance and expectations. The discussion identified three key concepts; constructing the ideal, enforcing the ideal and surviving the ideal. Understanding the male student experience can help nurses in clinical and educational settings become more inclusive and create safer educational environments. Future research is needed to examine experiences of marginalized groups and develop interventions to assist students in navigating the education experience.