Within contemporary feminism, perspectives on men being feminist range from those who are “viscerally opposed” to those who argue that engaging with men more systematically is “the most consequential move feminists can make.” While some feminist political scholars have called to expand the feminist agenda to include analyses of men as gendered, resistance to this expansion is significantly entrenched, and men who identify as feminist are frequently regarded with distrust. Yet, if feminist efforts are to transform deeply entrenched gendered power structures, there is good reason to engage fully with the many ways all conceptions and practices of gender work to maintain and/or challenge current power structures. This article offers a relational approach to feministing—that is, an approach grounded in becoming feminist through praxes centred on uncovering points of solidarity across and within gender identity categories, the pursuit of coalition-oriented politics and the prioritization of accountability through action not identity.

Based on ethnographic material, this article explores how three groups of apprentices negotiate masculinities in the specific setting of a male-dominated vocational school in Switzerland dedicated to the building trades. We use an intersectional and relational perspective to highlight how the institutional setting of the school—mirroring wider social hierarchies—influences these young men’s identity work. The apprentices use three discursive dichotomies: manual vs. mental work; proud heterosexuality vs. homosexuality; and adulthood vs. childhood. However, the three different groups employ the dichotomies differently depending on their position in the school’s internal hierarchies, based on their educational path, the trade they are learning and the corresponding prestige. The article sheds light on the micro-processes through which existing hierarchies are internalised within an institution. It further discusses how the school’s internal differentiations and the staff’s discourses and behaviours contribute to the (re)production of specific classed masculinities, critically assessing the role of the Swiss educational system in the reproduction of social inequalities.