In Western cultures, among others, dominant or hegemonic masculinities share the elements of strength (physical, intellectual, of character and/or of willpower), rationality and supremacy over (perceived) inferiors. This sets up the pattern of dominance and subordination across and between the sexes that has become known as patriarchy.
Horsfall (1991:80-87) lists sport, work, alcohol and power over women as important signifiers of dominant masculinity. Mills adds power over other men to this list:
These signifiers of masculinity clearly associate violence with a blueprint masculinity: that is a form of masculinity which shapes all 'true' or 'normal' masculinities … These signifiers of masculinity are evident in most western schools … In each of the signifiers of masculinity there is an association of maleness with coercive power. Dominant images of the 'ideal man' portray him as competitive, strong, aggressive when crossed and as a good 'mate' … The physical, sexual and, sometimes, intellectual prowess of these heroic men is beyond the reach of most men. However, the ideal forms the basis of hegemonic masculinities.
(Mills 2001:22-23)
Dominant or hegemonic masculinity permeates cultural and institutional practices, especially in the media and 'although it does not necessarily involve physical violence it is often underwritten by the threat of such violence' (Kenway 1997:5).
Within a school setting, violence can take many forms, some of which are much easier to identify than others. Many behaviours recognised as 'bullying' are in fact sex-based harassment and employ varieties of violence. (See Better Behaviour for more information)
It is useful for schools to recognise violence as a continuum of behaviours involving power and control, and including physical, social, emotional, psychological, sexual and verbal experiences. Most importantly, schools investigating issues of gender and violence need to focus on the consequences of such interactions:
A school-based definition of violence needs to include a recognition of the impact of violence not only on the safety of the victim, but also on their rights and freedoms and recognise both the overt and hidden forms of violence which routinely take place in the school grounds, on the sports field and in the classroom and corridors.
(Ollis & Tomaszewski 1993:4)
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