Masculinity Dashboard
The Masculinity Dashboard gives you an individual student view of masculinity attitudes across four dimensions — Rigid Masculinity, Violence, Self Sufficiency, and Homophobia. Each dimension is drawn from the Manbox 5 Scale (Hiill et al, 2020), a validated research instrument for measuring masculine norm endorsement in young people.
This page is part of the Premium Package. It is designed for wellbeing leads, year coordinators, and pastoral staff who want to understand how individual students relate to traditional masculinity norms — and identify those who may benefit from targeted support or intervention.
Purpose
Use this page to explore how a student's masculinity attitudes compare to their year level peers across four core dimensions. Each dimension reflects a specific cluster of masculine norms — from beliefs about household roles to attitudes toward violence, emotional self-sufficiency, and homophobia.
The page does not label students or assign judgements. It presents each student's survey responses in context, so you can have informed, grounded conversations about attitudes and behaviour where needed.
Page Layout
The page is divided into two areas.
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The left panel shows the selected student's name and class, four survey-based attributes with their response values, and a radar chart comparing the student's masculinity profile across all five dimensions against the year level average.
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The right section contains four masculinity score panels arranged side by side — Rigid Masculinity, Violence, Self Sufficiency, and Homophobia. Each panel shows a percentage gauge, a filter dropdown, and an insight card describing what the score means for this student.
Filter
A Filter by Class dropdown sits above the student panel. Selecting a class limits the student list to that class only. Leave it empty to browse across the entire year level.
To navigate between students, use the ◀ and ▶ arrows on either side of the student's name, or click the search icon (🔍) to open a searchable list of all available students.
Use the search when you want to go directly to a specific student rather than stepping through the list.
Student Panel
Student Attributes
The student panel displays four attributes from the student's survey responses. Each has a ⓘ icon — hover over it to see the exact survey question used to measure that attribute.
| Attribute | Survey question | Scale |
|---|---|---|
| Female Harassment Response | If a boy in your class told a sexual joke about a girl, how would you respond? | Response options (e.g., I'd say or do something to show you didn't approve, Don't know) |
| Overall Masculinity Attitude | Composite measure of agreement with traditional masculinity stereotypes | 1–7 — Higher = Stronger agreement with traditional masculine stereotypes |
| 'Nerd' Stereotype Agreement | Belief that boys who get good marks are 'nerds' | 1–7 — Higher = Stronger belief |
| 'Non-sporty' boys are soft | Belief that boys who don't play sport are 'soft' | 1–7 — Higher = Stronger belief |
Overall Masculinity Attitude and the stereotype attributes are displayed in colour when values are elevated — red or amber text signals agreement with harmful norms. Neutral or positive responses appear in plain text.
Radar Chart
Below the attributes, the radar chart plots the student's profile across five masculinity dimensions: Rigid Masculinity, Academic Stereotypes, Sport & Masculinity, Self Sufficiency, and Homophobia, with Violence on the left axis.
The grey shape represents the year level average. The blue shape represents the selected student. Points extending toward the outer ring indicate stronger endorsement of that dimension's masculine norms — the outer edge corresponds to higher agreement, which is the direction of concern.
Use the radar chart to get a quick read on which dimensions are elevated for a student relative to their peers. The four score panels to the right then give you the detail on each dimension.
Masculinity Score Panels
Each of the four panels covers one dimension of the Manbox 5 Scale. All panels follow the same structure: a ⓘ icon showing the survey question used, a filter dropdown to compare the student against a subset of peers, a percentage gauge showing the student's score, and an insight card describing what that score means in practice.
The gauge colour indicates the level of concern:
- Green — The student rejects or does not endorse this norm.
- Amber / Orange — The student shows partial or moderate endorsement.
- Red — The student strongly endorses this norm, which warrants attention.
A green tick on the insight card indicates a positive finding. An amber or red warning triangle indicates a concern.
Rigid Masculinity
Hover over the ⓘ icon to see the survey question: In my opinion, a man shouldn't have to do household chores.
The Filter by Rigid Masculinity dropdown lets you compare the current student against a filtered subset of students on this dimension.
The insight cards you may see for this panel are:
- Rejects rigid masculine roles — Student actively disagrees that men shouldn't have to do household chores.
- Neutral on masculine roles — Student neither agrees nor disagrees with the idea that men can skip chores.
- Endorses rigid masculine roles — Student agrees that men shouldn't have to do household chores.
- Strongly endorses rigid masculine roles — Student strongly believes men can—and perhaps should—avoid household chores
A student with an Endorses rigid masculine roles card and a high score (red gauge) holds views about gender and domestic roles that are worth exploring in a pastoral or classroom context.
Violence
Hover over the ⓘ icon to see the survey question: In my opinion, men should use violence to get respect if necessary.
The Filter by Violence dropdown lets you compare the current student against a filtered subset of students on this dimension.
The insight cards you may see for this panel are:
- Rejects violent masculine norms — Student actively disagrees that violence is necessary to gain respect.
- Neutral on violent norms — Student neither agrees nor disagrees that violence is necessary to gain respect.
- Endorses violent masculine norms — Student agrees that violence is necessary to gain respect.
- Strongly endorses violent masculine norms — Student strongly believes violence is necessary to gain respect.
A Strongly endorses violent masculine norms card, particularly when combined with elevated scores in other dimensions, is a significant concern. This student's attitudes toward violence and respect may require direct pastoral engagement and, where appropriate, referral to your school's wellbeing team.
Self Sufficiency
Hover over the ⓘ icon to see the survey question: In my opinion, a man who talks a lot about his worries, fears, and problems shouldn't really get respect.
The Filter by Self sufficiency dropdown lets you compare the current student against a filtered subset of students on this dimension.
The insight cards you may see for this panel are:
- Does not endorse Self sufficiency — Student rejects the norm that men must be self-sufficient and believes sharing worries does not diminish respect.
- Neutral on Self sufficiency — Student neither agrees nor disagrees that men must be self-sufficient and may share their concerns.
- Supports Self sufficiency — Student agrees that men should be self-sufficient and refrain from sharing their worries.
- Strongly Supports Self sufficiency — Student strongly believes men should be self-sufficient and never share their worries.
Self-sufficiency norms are closely linked to help-seeking behaviour. A student who strongly endorses this dimension may be reluctant to reach out when they are struggling — which is worth keeping in mind when interpreting their Mental Wellbeing score on the Student Dashboard.
Homophobia
Hover over the ⓘ icon to see the survey question: In my opinion, a gay guy is not a "real man".
The Filter by Homophobia dropdown lets you compare the current student against a filtered subset of students on this dimension.
The insight cards you may see for this panel are:
- Rejects homophobic norms — Student strongly disagrees that a gay guy is not a real man.
- Neutral on homophobic norms — Student neither agrees nor disagrees that a gay guy is not a real man.
- Endorses homophobic norms — Student agrees that a gay guy is not a real man.
- Strongly endorses homophobic norms — Student strongly believes a gay guy is not a real man.
Homophobic attitudes can contribute to a harmful school culture for LGBTQIA+ students. A student endorsing these norms — particularly at the strong end — may be contributing to exclusion or harassment, whether consciously or not. This is best addressed through whole-school culture work as well as individual conversation where warranted.
How to Use This Page
The Masculinity Dashboard is most useful as a targeted individual review tool, used alongside the Masculinity Attitudes Student Watchlist to identify which students to examine here in more detail.
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Start with the Filter by Class dropdown if you are reviewing a specific class. Otherwise, browse all students in the year level.
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Read the student attributes first. The Overall Masculinity Attitude value and the stereotype attributes give you a quick sense of the student's general orientation before looking at the four score panels. Coloured (amber or red) values signal agreement with harmful norms and warrant closer attention.
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Check the radar chart for a visual overview of which dimensions are elevated relative to the year level. A blue shape that sits well beyond the grey on one or more axes tells you where to focus.
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Read each score panel in turn. The gauge tells you the level; the insight card tells you what it means. Pay particular attention to panels showing red gauges or warning triangle cards — these are the dimensions most likely to require a pastoral response.
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Look for patterns across dimensions. A student who endorses Rigid Masculinity, Violence, and Self Sufficiency simultaneously is presenting a more concerning profile than one elevated on a single dimension. Cross-dimensional endorsement may indicate deeply held attitudes that benefit from sustained engagement rather than a one-off conversation.
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Connect what you see here to the Student Dashboard. A student with high Self Sufficiency endorsement and low Mental Wellbeing may be reluctant to seek help. A student with elevated Violence scores who also appears in the Disrespect Network may be translating those attitudes into behaviour toward peers.
This page is most powerful when used as part of a broader wellbeing conversation — not in isolation. The scores and insight cards are prompts for professional judgement, not conclusions in themselves.