ABSTRACT
Masculinity is always constructed in relationships and situations which are necessarily impregnated with all those other dimensions of human experience by which we recognise ourselves and others as human. Boys with disabilities, for instance, are marginalised if they are unable to conform to the demands for competence in aggressive and competitive performance of play, or do not match the image of the masculine body, or if they are not accepted as potential participants in the increasingly important arena of sexual relations. Gay boys occupy a significant position in the performance of masculinity in schools in two respects. Homosexuality is, despite attempts to repress it, a form of masculinity available to students, and the experience of gay students is another instance of boys' school culture. Hence, being different from the majority in terms of race, ethnicity, disability or sexuality is in many respects an unenviable position for boys.
