Who Is Education For?

Boys in the Shadow of Cultural Narratives

Abstract

This study aims to explore how cultural narratives and gender role expectations related to "what boys should be like" in society influence boys’ attitudes toward education in Mongolia, and whether these lead to an educational dilemma. The research involved 18 students aged 12–18 who participated in an emotional mapping activity. The study employed qualitative methods, including emotional mapping, future planning tasks, and individual and group interviews, to deeply examine boys' attitudes toward education. It hypothesizes that cultural narratives prevalent in various social spheres—such as family, peers, school environment, and media (e.g., “boys are lazy,” “men must be strong”)—negatively impact boys’ attitudes toward education, emotional expression, and self-perception, thereby creating an educational dilemma. The study confirms that the family is the most influential transmitter of these narratives. When families convey positive cultural messages, it helps boys form supportive peer relationships, critically assess media narratives, use social networks positively, and foster positive emotions in school settings, including in their relationships with teachers. Findings show that gendered cultural narratives and expectations must be considered when analyzing boys’ educational attitudes. To create a more equitable educational environment, the study highlights the critical role of families in fostering positive gendered experiences and relationships.