Childhood, Identity and Masculinity: The Boarding School Boys examines the lives of ten Iranian men who were sent to boarding schools in England during the 1960s and 1970s. Their stories, situated at the intersection of Eastern and Western cultural values, signify their passage to manhood, and highlight the meaning of masculinity then and now. The reflective narratives explore issues of physical and emotional abuse received from administrators and peers, as well as the "man up" motto that pressured them to persevere in the spirit of meeting expectations and becoming a man. Narrated within the context of the traditional role of men in both Iranian and British societies, the book highlights key themes of trauma, survival and resistance, power and privilege, and their impact on the men over their lifespan. The volume offers rich insight into understanding the developmental challenges that adolescent boys face as they attempt to deal with the trauma of separation from their parents, while conforming to strict rules and regulations of boarding school education, and societal expectations of them. The volume will be of interest to scholars of developmental psychology, childhood trauma, education, cultural psychology, men’s studies, and gender. Individuals and parents interested in, and considering boarding school education will also find the narratives informative and educational.

Childhood, Identity and Masculinity: The Boarding School Boys examines the lives of ten Iranian men who were sent to boarding schools in England during the 1960s and 1970s. Their stories, situated at the intersection of Eastern and Western cultural values, signify their passage to manhood, and highlight the meaning of masculinity then and now. The reflective narratives explore issues of physical and emotional abuse received from administrators and peers, as well as the "man up" motto that pressured them to persevere in the spirit of meeting expectations and becoming a man. Narrated within the context of the traditional role of men in both Iranian and British societies, the book highlights key themes of trauma, survival and resistance, power and privilege, and their impact on the men over their lifespan. The volume offers rich insight into understanding the developmental challenges that adolescent boys face as they attempt to deal with the trauma of separation from their parents, while conforming to strict rules and regulations of boarding school education, and societal expectations of them. The volume will be of interest to scholars of developmental psychology, childhood trauma, education, cultural psychology, men’s studies, and gender. Individuals and parents interested in, and considering boarding school education will also find the narratives informative and educational.

They were children. Put on a train in a strange land, they waved goodbye to a parent as they headed to an educational institution that, unbeknownst to them, was to become their new home. Separated from their loving families, they strived to meet the expectations of the grownups and, in some cases, to rebel against them. Now, independent women, compassionate mothers, and astute professionals, they look back on their youth in the 1960's and 1970's to make sense of why they were sent away, and to give meaning to the sources that have sustained them over the years. Ex-boarders themselves, Latham and Ferdows provide vivid and emotionally embodied narratives of everyday lives of The Boarding School Girls. This unique collection of stories explores key issues of identity and lifespan development to seek understanding of the influence of national, religious and family culture on development within two conflicting sets of cultural values. Combining unique qualitative data with illuminating tales of resilience and accomplishment in what is likely to simultaneously inform and inspire readers with feelings of joy and sadness, love and hate, abandonment and hope, but mainly trust and forgiveness. The stories of eleven 'little rich' Persian girls are a nostalgic reminder of their past cross-cultural ordeals, a pragmatic perspective on psychological implications of boarding school education in England, and a celebration of the possibilities of the future. The Boarding School Girls is valuable reading for students in cultural, developmental and educational psychology and the humanities, as well as clinical psychologists and educators looking at the impact of boarding school on adolescent development.

They were children. Put on a train in a strange land, they waved goodbye to a parent as they headed to an educational institution that, unbeknownst to them, was to become their new home. Separated from their loving families, they strived to meet the expectations of the grownups and, in some cases, to rebel against them. Now, independent women, compassionate mothers, and astute professionals, they look back on their youth in the 1960's and 1970's to make sense of why they were sent away, and to give meaning to the sources that have sustained them over the years. Ex-boarders themselves, Latham and Ferdows provide vivid and emotionally embodied narratives of everyday lives of The Boarding School Girls. This unique collection of stories explores key issues of identity and lifespan development to seek understanding of the influence of national, religious and family culture on development within two conflicting sets of cultural values. Combining unique qualitative data with illuminating tales of resilience and accomplishment in what is likely to simultaneously inform and inspire readers with feelings of joy and sadness, love and hate, abandonment and hope, but mainly trust and forgiveness. The stories of eleven 'little rich' Persian girls are a nostalgic reminder of their past cross-cultural ordeals, a pragmatic perspective on psychological implications of boarding school education in England, and a celebration of the possibilities of the future. The Boarding School Girls is valuable reading for students in cultural, developmental and educational psychology and the humanities, as well as clinical psychologists and educators looking at the impact of boarding school on adolescent development.