Keywords
gender norms
men
mental health
pedagogy
How to Cite
Abstract
This article is a review and provides an interdisciplinary analysis of the relationship between socio-cultural constructions of masculinity and men’s mental health in the current state of research. The aim of the study is to identify the mechanisms through which hegemonic patterns of masculinity influence the emotional functioning of individuals, as well as to indicate the possibilities for transforming these patterns through educational and self-educational activities. The authors analyze masculinity norms as social constructs that reinforce patterns of behavior promoting independence, strength, emotional restraint, and distance from one’s own psychological difficulties. From a pedagogical perspective, attention is drawn to the need to redefine dominant models of masculinity towards patterns that support the development of reflectiveness, empathy, and readiness to take pro-health actions, including seeking psychological help. In order to formulate conclusions, a systematic review of the scientific literature available in key databases was conducted: PubMed, PsycINFO, Embase, Web of Science and Google Scholar. The search was based on logical combinations of keywords related to masculinity, mental health, cultural gender, upbringing, and emotional expression. The analysis of the collected material confirms the existence of a strong link between the internalization of traditional models of masculinity and a limited ability to recognize and express emotions, a reluctance to seek professional support, and the reinforcement of beliefs that hinder adaptive mental functioning. There is a growing need to create educational and upbringing environments that will foster the development of masculinity as an open, flexible construct integrated with the well-being of the individual. The article presents a proposal for emotional life pedagogy as an area of influence that supports men’s mental health and strengthens their relational and psychosocial capital. The conclusions drawn from the analysis can form the basis for the design of educational programs and social strategies aimed at supporting men in the process of identity building in accordance with the values of a contemporary, multidimensional model of health.
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