Running head: DEVELOPING COLLEGIATE MEN

Men for Women: Developing Collegiate Men of Color into Allies

Sean T. Vinson
Northern Illinois University
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Men for Women: Developing Collegiate Men of Color into Allies

In recent years, activists seeking to end violence against women have been put forth

efforts to increase awareness of issues of domestic violence and sexual assault. Education has

consistently been a focal point of activism on this topic. These informational efforts have

identified underlying causes such as the institutionalization of sexism, misogyny, patriarchy,

internalized racism, as other contributors to violence against women of color. Often, educational

efforts have focused on delivering resources and support to women who have endured such

violence. Although prevention has traditionally been essential to activism, most efforts have

placed responsibility on women to avoid situations and relationships that lead to violence, such

as entering abusive romantic relationships.

"The long-running tragedy of sexual and domestic violence—including rape,

battering, sexual, harassment, and the sexual exploitation of women and girls—is

arguably more revealing about men than it is about women. Men, after all, are the

ones committing the vast majority of the violence. Men are the ones doing most

of the battering and almost all of the raping. Men are the ones paying prostitutes

(and killing them in video games), going to strip clubs, renting sexually degrading

pornography, writing and performing misogynistic music.” (2006, p. 5).

To reduce the previously mentioned forms of violence and others, it is paramount to shift efforts

from solely educating young women, to include men of color. Though education and support of

women of color are necessary, activists invested in ending violence against women cannot

achieve this goal without addressing the culture and individuals who are largely responsible for

violence against women of color. By moving the focus of educational efforts to target men of
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color, this multi-session training program seeks to promote a larger community of individuals

invested in ending violence against women.

The purpose of this training program is to develop collegiate men of color as allies and

accomplices in the movement to end violence against women of color. Though men commit the

clear majority of physically violent acts against women such as murder, assault, and rape, this

fragment of men represents a small proportion of the larger population. Given this fact, men

play a vital role in ending violence against women by holding themselves and peers accountable

in the effort.

By targeting this population, it is possible to effectively decrease the prevalence of

misogyny and violence against women of color over time. An important factor in the success of

this training program is reliant on the identities of the facilitator. As described by Funk (pg. 70,

2006), "Male educators can probably expect to get a more thorough depiction of the ways that

men subscribe to the myths of male violence than when women are present. Discussions that

occur when it is ‘just the guys’ provide a unique and powerful opportunity for male educators to

challenge deeply held beliefs and assumptions that the male participants have”. According to

prevention research on single sex (Brecklin & Forde, 2001), male-facilitated (Kilmartin, 2001)

anti-violence training is most effective in altering men’s beliefs and attitudes than co-ed training.

Also, there is growing consensus about the effectiveness of content that is produced to be

culturally reflective (Heppner, Neville, Smith, Kivlighan, & Gershuny, 1999). Facilitation

conducted by individuals that share cultural and social identities with target communities are

more likely to produce greater attitude change (Heppner, Neville, Smith, Kivlighan, & Gershuny,
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1999). Thus, facilitation of this training program ought to be facilitated by men who share

identities with members of participant groups.

Implicit Bias Disclosure Statement

The preparer of this training program is a cisgender heterosexual male of African descent.

It is important for the preparer of this program, as well as potential facilitators to recognize the

role that social identities play in shaping worldviews, beliefs, and opinions. Recognizing that

bias is often passive, the preparer of this training does not intend to promote this program as

infallible or pedagogically neutral. In efforts to deliver a program that will be representative and

effective towards ending violence against women, this program relies on previously published

research as well as the consultation and live experiences of women of color.

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First Day Training Module

Discussion 1: ​What is violence against women?

I. Defining Violence Against Women​: “Any act of gender-based violence that results in,

or is likely to result in, physical, sexual or psychological harm or suffering to women,

including threats of such acts, coercion or arbitrary deprivation of liberty, whether

occurring in public or in private life” (General Assembly Resolution 48/104 ​Declaration

on the Elimination of Violence against Women​, 1993​.

A. Ethnicity and Violence Against Women.

a. African-American Women.

i. Approximately 30% of African-American women experience violence

committed by romantic partners in their lifetime (USDOJ, 2000).

ii. Experience violence committed by romantic partners at 35% rate higher

than White women (USDOJ, 2000).

b. Latina Women

i. Approximately 23.4% of Latina women experience violence committed by

romantic partners in their lifetime (USDOJ, 2000).

c. Men and Violence Against Women of Color

i. More than 52% of violence committed against Black and Latina women

are perpetrated by family, romantic partners, or acquaintances (USDOJ,

2000).

Facilitator Notes​: Physical, verbal, psychological, sexual, abuse, harassment, etc. are forms of

violence.
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Discussion 2​: What is masculinity?

I. Define masculinity

A. Ask group to say words and phrases that they were told describe

manhood/masculinity.

II. Where do boys and men receive messages about what it means to be a man?

III. How soon boys begin learning what it means to be a man?

IV. Note: Boys receive problematic messages on masculinity at an early age

V. Do women perpetuate problematic definitions of masculinity? How?

a. Be clear to emphasize this statement is reflective of how problematic

definitions of masculinity has influenced both men and women to affirm

misogyny in men.

1. What relationship does toxic masculinity have to the violence that men impose

against women?

Facilitator Notes​: This activity will seek to get students to consider the ways in which men are

socialized to understand the implications of manhood. Emphasize that this activity seeks to

identify commonly held beliefs, not necessarily the beliefs of the men in the current session.
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Activity 1: ​Poetry Recital

As a group, read the following poem written by Rogers Park Young Women’s Action Team

Looking for a Good Brother

It’s time!
Brothers, it’s time to step up
We are waiting
Let’s be clear
We are looking for some good brothers
We are looking for the real deal
A brother who can listen
A brother who can change
A brother who is not afraid of women
We are looking for a real brother
One who loves his people
A brother who doesn’t hit, slap, yell, punch, rape, kill women and children
A brother who doesn’t call us bitch or ho
We are looking for a brother who says I’ll be with you till we get there
Till we get to the place where violence ends
We are looking for a brother who says
“That’s not cool” when his friends down women
We are looking for a REAL brother
A brother who uses his hands to build, not to break
A brother who understands the word “solidarity”
We are looking for a brother
One who gets it
A brother who doesn’t pass the buck
A brother who takes responsibility for male violence
A brother who speaks truth to power
Will you stand with us?
Brother, will you stand strong with us?
Will you be a soldier in an army of peace with us?
It’s time
It’s time to step up
Brothers, we need you
We are waiting.
Facilitator Notes​: To invoke the need for a collective effort to end violence against women,

have students take turns reading the following poem line by line.
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Activity 2​: Poem Analysis

Provide 5-10 minutes to allow students to answer the following questions in small groups

1. What lines stand out in the poem and why?

2. Why do you think this poem was written?

3. What is the call to action in the poem?

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Facilitator Notes​: Return to larger group with findings. Identify allyship as a call to action if

students do not.

Discussion 3​: What does it mean to be an ally for anti-violence against women?

I. Option 1​: Present previously recorded video of women answering the following

question: “What can a man of color do as an ally to end violence against women of

color?”

II. Option 2: ​If facilitating a co-ed group, ask women students what qualities they believe

men should have as anti-violence allies. Compile a list of 7-10 qualities and write them

on large paper on a display board.

Facilitator Notes: ​After completion of either optional activity, emphasize the purpose of this

segment is to have women define the role of an ally for themselves instead of basing notions of
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allyship on assumptions of men. Notify students that specific actions and strategies based on the

identified list will be explored in the next session/future sessions.

Future Sessions​:

Title: Topic Planned Activity/Discussion Learning Objective(s)

Juice: Privilege Walk To provide a visual metaphor

Recognizing and Mobilizing for the ways in which social
Privilege identities lead to advantages
and/or disadvantages

I Got the Keys To identify ways men allies

can mobilize privilege to
assist women

What You Talkin Bout?: International Players Anthem To illustrate how language in
A Look at Violent Speech in Analysis music and speech can
Media reinforce cultures of violence
against women

What’s so Funny? To identify opportunities to

eliminate use of violent
speech and jokes in peer
groups

I’m Bout That Action: Defining Accomplice To promote a desire to make

Accomplices Move from change locally as well as
Individual to Institutional systematically
Change
Who All Gon’ Be There? To encourage men to show up
in physical as well as virtual
spaces that promote
anti-violence sentiments even
when peers do not

Word is Bond: Men for Women Pledge To solidify commitment from

Pledging Allyship and men to act as agents of
Constant Learning change long-term

My Brother’s Keeper To empower men to recruit

other men as potential allies
and accomplices to end
violence against women
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References
Brecklin, L. R., & Forde, D. R. (2001). A meta-analysis of rape education programs. ​Violence
and Victims, 16,​ 303-321.

Funk, R. E. (2006). Reaching men: strategies for preventing sexist

attitudes, behaviors, and violence. ​Indiana Coalition Against Domestic Violence.

Heppner, M. J., Neville, H. A., Smith, K., Kivlighan, D. M., & Gershuny, B. S. (1999).
Examining immediate and long-term efficacy of rape prevention programming with
racially diverse college men. ​Journal of Counseling Psychology, 46​(1), 16-26.

Katz, J. (2006). ​The Macho Paradox: Why Some Men Hurt Women and
How All Men Can Help. N​ aperville, IL: Sourcebooks, Inc.

Kilmartin, C. T. (2001). ​Sexual assault in context: Teaching college men about gender.​ Holmes
Beach, FL: Learning Publications.

UN General Assembly, ​Declaration on the Elimination of Violence against Women,​ 20

December
1993, A/RES/48/104, available at: http://www.refworld.org/docid/3b00f25d2c.html
[accessed 22 April 2018]

USDOJ, OJP, “Extent, Nature, and Consequences of Intimate Partner Violence: Findings From
the National Violence Against Women Survey”. 2000
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