How does mainstream masculinity impact men with learning disabilities?
Introduction
This research will look at understanding the process of how mainstream masculinity, that rests on able-bodiedness (Coston & Kimmel, 2012), may undermine men with learning disabilities and their experiences in society. When referring to learning disabilities, this will apply to restrictions in intellectual ability in everyday social and practical life.
Research aims
This research intends to address a group in society that lacks a voice in sociological research. Shakespeare (1999:53) discusses the scarce literature available, arguing that as a “substantial minority – perhaps 5% of the population” there is much in need of being researched. Yacoub and Hall’s (2009) research on sexuality discussed the lack of work on men with learning disabilities and sexuality. They identified many unmet needs, such as the concern to protect individuals from sexual exploitation. Analysis of learning disabilities typically focuses on gendered issues in relation to women, leaving the experiences of men with learning disabilities behind (Wilson, Nathan J., et al. 2010). This research would address these gaps.
This research plans to look at learning disabilities in particular, as opposed to looking at disability as a general category, in order to widen the range of impairments in specific research to see how they intersect differently with masculinity (Shuttleworth, Wedgwood, Wilson, 2012). Experience differs between a man with a learning disability to one who is physically disabled; research should recognise such differences.
This research will consider the idea of an “embattled identity” (Murphy, 1987 in Robertson & Smith, 2014:79) between disability and mainstream masculinity. How society imposes these understandings of ‘disability’ and ‘masculinity’, creating identity conflict, is important, as opposed to focusing on the individualised handling of impairment (Robertson, Smith, 2014). Indeed, the social context – such as public spaces’ display of disabled toilets suggesting a third gender (Shakespeare, 1999) – separating disabled men from masculinity – will be looked at from the perspectives of the individuals themselves. McDonagh (2000) considers mid-19th century literature as an ideological force shaping ideas of learning disabilities, such as representations of men being incapable of handling money. This research hopes to understand these men’s experiences in this context.
Thus, research is necessary into the experiences of men with learning disabilities in relation to mainstream masculinity. The scope of literature is small (Shakespeare, 1999) and is important to address. Noting the potential psychological effect of mainstream norms where individuals “judge themselves and measure their worth… (on) sometimes impossible reality” (Coston & Kimmel, 2012:103), the need to hear from the individuals themselves is critical, perhaps creating ideas for change.
Research questions drawn from literature
• What are the experiences of men with learning disabilities when ‘in conflict’ with mainstream masculinity?
• Why does this conflicting identity exist?
• What changes in policy would enable society to be more inclusive towards men with learning disabilities?
Research design and methodology
As this research will be drawing from the experiences and views of men with a learning disability, a qualitative approach to data will be employed. In comparison to quantitative research such as statistics and objective facts, this will allow the researcher to understand their social world first-hand, in their natural settings (Barnes, 1992). The qualitative approach entails a small-scale sample: research would require 10-20 participants from a range of ages, all males with a learning disability. The range of ages hopes to illuminate how masculinity may differ generationally.
Group interviews with open questions will be used to allow the expression of participants’ in-depth experiences. The use of interviews has had some challenges when researching learning disability, with significant demands on cognitive capabilities leading to the simplification of questions by the researcher (Porter & Lacey, 2005). However, group interviews over one-to-one interviews should create an environment that allows participants to lead discussions, help each other out when facing demands ability-wise, and limit the researcher’s simplifying. This method provides an environment where participants can trigger each other’s experiences, creating relatability, with less focus on the less-relatable researcher. This research would be conducted in a learning disability centre that is geographically where the researcher is from – thus the researcher will have local knowledge to establish rapport and be seen as less alien to the participants. These chosen methods aim to allow participants a good amount of control on discussion and a comfortable environment, which is key to allowing their voices to be heard.
Historically, disabled people and organisations have had few opportunities to participate in disability research. Partnership with disabled people should be established whereby individuals can scrutinise the research (Zarb, 1992), thus adopting a participatory research method that is collaborative in setting and carrying out research (Porter & Lacey, 2005). Elements including the research question and the decision to use group interviews would be scrutinised by the men with learning disabilities involved in this research.
Ethical considerations are very important in this research. All participants would be provided with information about the nature of the research and their ability to withdraw, to enable informed consent before research takes place; participants should not feel coerced into the study (Porter & Lacey, 2005). Informed consent would be an ongoing process – consent only at the beginning is not full consent (Knox et al. 2000, in Porter & Lacey, 2005:93). Regarding the personal nature of these studies, Yacoub and Hall’s (2009) research on the sexual lives of men with learning disabilities incorporated professionals (people who worked with the men) to ensure participants would not be upset by discussions. Interviews could be stopped at any time and support was given after. These procedures will be pursued in this research to ensure no-one is harmed by the study. Confidentiality and anonymity are essential to respect the personal nature of the research.
Limitations and Appraisal
As the research is with people with learning disabilities, one will face challenges with the degree in which participants can be fully involved in the research process (Porter & Lacey, 2005). However, this research aims to be participatory and to ensure the process can be scrutinised by these individuals by the way it is presented to them, and through the use of external professionals to help with understanding. The lack of previous literature can limit the research project in regards to evidence to base it on (Shakespeare, 1999), yet this merely highlights the need for this research to take place. The qualitative nature of the study may be critiqued for the difficulty with which we might make generalisations. Regardless, men with learning disabilities and their relationship with masculinities deserve the opportunity to voice their experiences, and this project will conduct in-depth research to highlight this.