The book *Dude, You're a Fag: Masculinity and Sexuality in High School* by Cheri Jo Pascoe provides an ethnographic account of sexuality and masculinity in a high school setting, specifically at River High in California. The study explores five central themes: repudiation, confirmation, race, homophobia, and girls' gender strategies. Pascoe challenges the notion that masculinity is solely defined by male bodies, arguing that it is a socially constructed phenomenon. She highlights how schools reinforce heteronormative masculinity through traditions and practices, while also documenting the resistance and strategies of marginalized groups, such as Black boys and gay-straight alliances (GSAs). The reviewer, Lydia Namatende-Sakwa, while finding the book insightful and humorous, criticizes Pascoe's emphasis on parody and play as central to social change in schools. Namatende-Sakwa suggests that the agency of marginalized groups and teacher training should be prioritized more heavily. She argues that teacher attitudes and behaviors play a crucial role in perpetuating heteronormativity and that addressing these issues is essential for sustainable social change. Despite this dissent, Namatende-Sakwa highly recommends the book for its valuable insights into the complexities of sexuality and masculinity in educational settings.The book *Dude, You're a Fag: Masculinity and Sexuality in High School* by Cheri Jo Pascoe provides an ethnographic account of sexuality and masculinity in a high school setting, specifically at River High in California. The study explores five central themes: repudiation, confirmation, race, homophobia, and girls' gender strategies. Pascoe challenges the notion that masculinity is solely defined by male bodies, arguing that it is a socially constructed phenomenon. She highlights how schools reinforce heteronormative masculinity through traditions and practices, while also documenting the resistance and strategies of marginalized groups, such as Black boys and gay-straight alliances (GSAs). The reviewer, Lydia Namatende-Sakwa, while finding the book insightful and humorous, criticizes Pascoe's emphasis on parody and play as central to social change in schools. Namatende-Sakwa suggests that the agency of marginalized groups and teacher training should be prioritized more heavily. She argues that teacher attitudes and behaviors play a crucial role in perpetuating heteronormativity and that addressing these issues is essential for sustainable social change. Despite this dissent, Namatende-Sakwa highly recommends the book for its valuable insights into the complexities of sexuality and masculinity in educational settings.