Category: LDR 101

Real Men Cry Too:

Toxic Masculinity in Harry Potter and the Sorcerer’s Stone

The masculine roles in our society are regularly associated with domination and power. Expressing emotional vulnerability and love is commonly taboo among men and can jeopardize their masculinity. This male stereotype is represented by several characters in Harry Potter and the Sorcerer’s Stone, but J.K. Rowling also develops critical male characters who express their emotions even if doing so is considered effeminate in our society.

Toxic masculinity is comprised of the over-encouragement of men to hold back many intrinsically human emotions. These emotions are most often labeled as feminine. In Language and Gender, it is described how femininity in a man plays a tremendous role in his societal status: “Men deemed feminine (or effeminate) are seen as inferior men. While women deemed masculine may sometimes be seen as inferior women, they are also seen as striving for what is in cast a valued masculine persona. This is one reason that masculine behavior in women is often less stigmatized than feminine behavior in men.” (24, Eckert, McConnell-Ginet). This ideology that men are inferior when expressing feminine characteristics enforces the rejection of love, nurture, and even crying when, in fact, these are all parts of being human. Toxic masculinity forces men to renounce healthy coping mechanisms like talking about emotions and leads them to internalize sadness and express anger instead. Characters like Voldemort, Uncle Vernon, and even young Dudley conform to this ideology; they resort to violence to deal with their problems. In contrast, Rowling establishes other male characters, like Hagrid and Dumbledore, who are good in nature and possess feminine qualities.

Being a “mother figure” is the embodiment of feminine stereotypes, and Hagrid doesn’t hesitate to express his love, care, and concern for others. After hatching his long-anticipated baby dragon, he speaks to it as any proud mother would to her child: “‘Isn’t he beautiful?’ Hagrid murmured. He reached out a hand to stroke the dragon’s head. It snapped at his fingers, showing pointed fangs. ‘Bless him, look, he knows his mommy!’ said Hagrid… ‘I’ve decided to call him Norbert,’ said Hagrid, looking at the dragon with misty eyes. ‘He really knows me now, watches. Norbert! Norbert! Where’s Mommy?'” (page 156, Rowling). Hagrid repeatedly expresses his love, and therefore femininity, not only Norbert but for Harry too. When Hagrid is first introduced, he cries for little Harry as he is brought to his aunt and uncle after his parents were killed. Despite being a large burly man, he still freely expresses his grief. The film uses these same scenes with similar dialogue. Calling himself “mommy” to his new dragon is not only endearing to his personality, but it’s also a significant way viewers recognize his disregard for strict masculinity.

Dumbledore is also willing and open about his emotions, especially when speaking about love. This is not as openly expressed in the film, but nonetheless, he speaks to Harry about the love of Harry’s mother, and how love itself is powerful magic: “‘Your mother died to save you. If there is one thing Voldemort cannot understand, it is love. He didn’t realize that love as powerful as your mother’s for you leaves its own mark. Not a scar, no visible sign… to have been loved so deeply, even though the person who loved us is gone, will give us some protection forever. It is in your very skin. Quirrell, full of hatred, greed, and ambition, sharing his soul with Voldemort, could not touch you for this reason. It was agony to touch a person marked by something so good.'” (page 199, Rowling). Dumbledore recognizes how powerful love is, and acknowledges the hatred and ambition that are so commonly linked to the toxic masculinity that is essential to Quirrell’s downfall.

Men are often subliminally taught that to assert dominance, which is highly encouraged in toxic masculinity, fear is usually used to exert control over others. When Harry first learns about Voldemort, Hagrid can’t even bear to say his name out of the terror it causes him: “‘…This — this wizard, about twenty years ago now, started lookin’ fer followers. Got ’em, too — some were afraid, some just wanted a bit o’ his power, ’cause he was gettin’ himself power, all right. Dark days, Harry… terrible things happened. He was takin’ over. ‘Course, some stood up to him — an’ he killed ’em. Horribly.'” (page 35, Rowling). Voldemort stops at nothing to gain power, and he especially doesn’t hesitate killing people who disagree with him. Voldemort cannot fathom the love described by Dumbledore, and would never cry over a child or feel as though he was a mother like Hagrid. He rejects any and all feminine qualities and enforces the toxic hatred and emotional suppression that is instilled in so many men and young boys.

Uncle Vernon, while never having murdered anyone, is still never seen expressing a loving word except when he is proud of his son for hitting Harry or yelling about the number of presents he received. He consistently assumes that brute force will solve problems. Once acknowledging that Harry is a wizard, Uncle Vernon figures that using abuse as a punishment could have solved Harry’s peculiarity a long time ago: “‘Now, you listen here, boy,’ he snarled, ‘I accept there’s something strange about you, probably nothing a good beating wouldn’t have cured…'” (page 36, Rowling). His abuse is his way of creating fear, and it’s comparable to Voldemort’s terrorism. While Uncle Vernon’s toxic expression of masculinity may be hurtful to Harry, it’s taught to Dudley too. Dudley then inherits these traits and uses Harry to express his anger.

J.K. Rowling consistently gives the positive male characters some feminine qualities, or rather, allows them to be men with freely expressed human emotions. In contrast, the ‘bad guys’ of the story are filled with anger and use fear to exert their power. Both the novel and film use these characters’ femininity or masculinity to portray their good or bad intentions (typically concerning Harry). Dumbledore’s speech on love is both in the film and novel and expresses the importance of it regardless. In both versions, Uncle Vernon and Voldemort, despite their differences, thrive on anger. The toxic masculinity present in the book is ever-present in the movie as well, but thankfully, it is understood to be dangerous. Expressing emotions doesn’t make Dumbledore or Hagrid any less masculine. They simply have healthier coping mechanisms, and they are in a better mental state because of it.


Works Cited

Rowling, J.K. Harry Potter and the Sorcerer’s Stone. New York: Scholastic, 1997.

Eckert, Penelope, and Sally McConnell-Ginet. Language And Gender. Cambridge: Cambridge University Press, 2018. Print.

General Reflection on LDR 101 and Leadership

Classes do not always leave a lasting impression on you. However, taking a course that not only makes you evaluate your leadership skills but also those of beloved characters from young adult fantasy novels can leave you questioning the impression your leadership has on others. Throughout this course, I have learned about the two most prevalent styles of leadership: autonomous and interdependent. Those who lead autonomously tend to call the shots and choose the roles and responsibilities of their peers. Interdependent leaders prefer to work on the same level as their peers and specialize in utilizing their strengths. Evaluating these two types of leaders in the context of gender roles gave me incredibly valuable insight into the mechanics of our society.

From this course, I gained a more profound understanding of what effective leadership is through the articles, essays, and novels we read. At the start of the semester, I knew that I preferred to work alongside others to understand and learn from them. I also knew that a stereotypical leader is more likely to dictate others through actions and decisions. Because of this, I didn’t consider myself a very commanding and authoritative leader. However, by reading and analyzing books and articles, and through completing the essays and projects in this class, I have come to a better understanding of how I can be an influential leader without having to look down on others. Being an effective leader is not about gaining status. It’s about inspiring others to act, which I do best when collaborating with others and not while working autonomously.  

Based on the two modes of leadership, one can infer that leaders perform in various ways. However, when defining what qualifies as leadership, we tend to set standards. One of the critical essays for this class was about our response to William Cronan’s “Only Connect…” The Goals of a Liberal Education. This article focuses on how being educated in liberal arts should produce certain qualities in those who experience it. While analyzing this article for the assignment, I agreed that many of Cronan’s listed characteristics could apply to effective leaders as well; they should inspire change, practice empathy and humility, and communicate effectively. However, some traits did not seem necessary to be an effective leader. Cronan’s idea that being able to solve problems, as useful as this may be, is unnecessary if you’re trying to lead people towards a common goal. These are good things to know if you’re trying to define what leaders should be able to do, but they are not very helpful if you’re trying to analyze your influence on others. I did not gain much understanding of leadership in context to myself or my peers through his list of favored qualities found in liberally educated people. Instead, I developed my views on leadership with the help of other assignments that were unique to this class.

A particularly striking concept I realized in this course was that a person’s preferred leadership method often correlates with their gender. Alternatively, we often label the two types of leadership as masculine or feminine. For this course, we read several articles that covered a broad spectrum of related issues, including a study performed at an all-girls school concerning their leadership methods. In this particular study discussed in Making Connections: The Relational Worlds of Adolescent Girls at Emma Willard School, it was revealed how these young girls almost always resorted to interdependent leadership. These girls also avoided roles such as class president because they felt as though their method of leading was better suited in other (less authoritative) positions, and perhaps they were. However, in the book In a Different Voice: Psychological Theory and Women’s Development, Carol Gilligan explains how the idea that women belong in more caring and neutral roles is instilled in females all of their lives. With this in mind, perhaps an interdependent leader would be very well suited for class president, but they have just never associated their ability to integrate opinions with people in a position of power. Shortly after reading these articles, our class wrote a reflective essay on our modes of leadership. In this essay, I had the opportunity to evaluate why leading autonomously is preferred to leading interdependently in our society. In summary, it’s because recognizing a strong leader whom people look up to for guidance is much easier than acknowledging one who works on the same level as others.

Leaders do not always have to be authoritative to lead effectively. With this knowledge, I was able to approach the novels we read with a new perspective. On several occasions, our group discussions on the books challenged me to analyze characters and their actions. Suddenly, I was noticing that even minor characters were exhibiting forms of leadership. For example, Hagrid from Harry Potter and the Sorcerer’s Stone leads autonomously by guiding Harry into the Wizarding World. Using characters to distinguish modes of leadership considerably helped to not only understand them properly but to understand leaders in their entirety.

Applying this extensive understanding of leadership (especially when analyzing its relation to gender) is what guided us the most in our final project: the making of a young adult fantasy film. It was clear that my team members also preferred to work interdependently because none of us became the team leader. Being an interdependent group helped us to feel free to add contributions without the pressure of one decision-maker. I would engage in communication, complete my decided parts of the project, and reach out for ideas and opinions from others. I see myself as interdependent because that’s how I feel most comfortable. At the beginning of the semester, I assumed that ideal leaders only acted autonomously, but now I can recognize that effective leaders can communicate alongside their peers and accomplish just as much.

My Five Strengths

              My five StrengthsQuest themes appeared in the following order: developer, ideation, adaptability, maximizer, and positivity. I would like to elaborate on two traits that I most closely identify with, and hope others see in me: developer and positivity. A developer can use the strengths and potential of others to achieve a common goal. Positivity exhibits enthusiasm and encouragement for others to become excited about a project. These traits work together by helping people strive to be their best selves and function as my strengths in leadership.

             In positivity, instead of dwelling on the problem or what is wrong with a circumstance, I like to focus on what can be done and why it is never as bad as it seems. In my own experience, encouragement keeps people motivated to persist. It is important to celebrate smaller achievements to work towards bigger ones. I want others to know that if they are struggling, or simply need to vent frustration, I am willing to support and listen to them. I expect others to recognize that being positive does not mean being happy all the time, but having the initiative to move forward from troubling times and inspiring others to do the same.

             I choose to build on existing relationships and develop bonds between people. Being a developer means helping others to realize their own potential, despite any shortcomings they may see in themselves.  Effective teams have people who understand how to utilize their respective strengths. As a leader, I help others find where their strengths lie, where they are needed, and encourage them to flourish in that role.

© 2024 Allison Aguilera

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