Dunno if it's 'traditional' or just...*shrugs*...
It gets really hard to articulate my thoughts on this, to be honest, but I've never let coherency stop me before so...
I tend to think of things as being spectrums these days. Sexuality, for example. And more than that, I think there is a degree of fluidity to them.
However, just because something is a spectrum, and all points on that spectrum are valid, it doesn't mean all points on that spectrum are as likely. Which actually doesn't really matter, unless we start talking about generalizations.
So...and this is where my words are going to get clumsy...it's entirely possible for women to be more emotive than men on average, without considering emotional men non-masculine, or unemotional women non-feminine.
Our masculinity...or femininity...is a whole raft of different concepts, emotions, judgements and cultural cues in totality, and even then speaks more to what we see as 'normative expressions' than anything.
An emotional man might meet our general conceptualizations of masculinity, or he may not. It will depend on the sum total of ALL his cues and expressions, and of the cultural environment we place him in.
When I lived in Papua New Guinea, platonic male friends would regularly walk down the street holding hands (loosely). In the other hand it wasn't at all unusual to see them holding a bush knife (machete). Put those same guys in downtown Melbourne and it probably looks at first glance like there are a couple of black homosexual serial killers wandering around looking for their next victim.
Meh...anyways...
I think concepts of masculinity are important. Not for everyone, though, and they are eminently replaceable. But in general terms when teaching it was useful to build healthy identities with children. Commonly, when I was a teacher, this was around group cohesion. So, our class would decide together what was important to us. What environment did we want to foster, and how did we want to deal with behaviour or circumstances that ran contrary to this.
A lot of teachers do that sort of thing. Admittedly, I took it a little further, which some might have found disconcerting (like...including adults behaviour, how we dealt with visitors to our room, and what 'outreach' programs we were going to undertake to help other classes), but the basics are that having a positive group identity to belong to can help our individual esteem.
Having a negative group identity to belong to? Yeah, well...exactly...these things cut both ways, which is why positive expressions of masculinity are so important to recognize, imho.
I don't have sons, but I have nephews, and my closest friends have boys. As a role model, I'm kinda the slightly sweary uncle who tells the most groan-inducing jokes, likes sport and beer, and cooks outside (grill or pizza). I also appear to have as much emotional depth as a turnip.
All pretty stereotypical, really.
So it's important I let them know that I read books. That I write, if badly. That I sat down with my girls and watched Tinkerbell movies when they wanted to, and scary movies when they wanted that, because both are fine. That I support women's sport, women in politics, that when I get a chance to hire and build a team I actively want to hire people who are DIFFERENT to me, rather than echo chambers. That I was a very strong advocate for marriage equality, because any time we treat a group of people as less, it's problematic for all of us. That I think we need to take better action around First Nations peoples.
I'm hoping that makes me a positive masculine role model. I hope it lets them see it's entirely possible to be a 'man'...even a very traditional one, on face value...and still use your brain, and empathy, and turn this into meaningful action, rather than just hand-wringing and social media posts (which...again...seems more generational than anything...)
So there. That's how you take a post about Meow and her femininity and make it entirely about Lewis and his masculinity.
Thus ends my example of mansplaining.
You're welcome.