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EDUCATION (5) - GENDER & EDUCATION - Coggle Diagram
EDUCATION (5) - GENDER & EDUCATION
SUBJECT CHOICE
GENDER ROLE SOCIALISATION
NORMAN
: boys & girls dress differently, have different toys, take part in different activities
schools encourage boys to take initiative, but girls are taught to be quiet + helpful
MURPHY & ELDWOOD
: boys read information books, girls read people's stories
BROWNE & ROSS
: 'gender domains' - tasks/ activities children see as gendered 'territory'; children are more confident in tasks that fit their gender domain
GENDERED SUBJECT CHOICES
KELLY
: science is seen as more of a boys' subject as more teachers are men, examples used are more on boys' interests, + boys dominate the lab
pupils at single-sex schools hold less stereotyped subject images and make less traditional subject choices
LEONARD
: more girls in girls' school take maths and science a-levels (also more likely to take such subjects at uni), and more boys in boys' school take english and languages
GENDER IDENTITY, PEER PRESSURE
individuals may face pressure if peers of their gender disapprove of their subject choice due to the subject falling outside the gender domain
PAETCHER
: sport is seen to be in the male gender domain; 'sporty' girls have to cope with an image contradicting the conventional female stereotype
absence of peer pressure shows why girls in girls' schools pick more trad male subjects, so girls face less pressure to conform to restrictive subject stereotypes
GENDERED CAREER OPPORTUNITIES
employment is gendered; over half women's employment falls under four categories: clerical, secretarial, personal services + other occupations (e.g. cleaning)
sex-typing occupation affects children's ideas of what jobs are possible/ acceptable
w/c pupils career paths are driven by traditional sense of gender identity;
FULLER
: w/c girls had ambitions for childcare/ hair + beauty, reflecting w/c habitus - work for 'people like us'
FULLER
concluded school implicitly steers girls towards certain job types
SEXUAL & GENDER IDENTITIES
'MALE' GAZE
MAC AN GHAILL
: how male pupils/ teachers see girls as sexual objects and make judgements on their appearances
MAC AN GHAILL
: 'male gaze' = form of surveillance that reinforces dominant heterosexual masculinity
used by boys to prove their masculinity, and boys who don't display risk being labelled gay
MALE PEER GROUPS
EPSTEIN & WILLIS
: anti-school subs see boys who want to succeed as effeminate
MAC AN GHAILL
: there is a range of class-based masculine gender identities - w/c boys who want to succeed are 'dickhead achievers' (according to w/c macho lads), and m/c boys have 'effortless achievement'
REDMAN & MAC AN GHAILL
: a shift in dominant definition of masc. identity changes from lower year macho lads and sixth form 'real englishmen', showing a shift from w/c to m/c definition
VERBAL ABUSE
LEES
: girls = slags if seen as sexually available, 'drags' if not
PAETCHER
: name-calling shapes gender identity + maintains male power
pupils police other's sexual identities
both
LEES
&
PAETCHER
note labels often bear no relation to actual sexual behaviour, but only function to reinforce gender norms + identities
FEMALE PEER GROUPS: POLICING IDENTITY
ARCHER
: hyper-hetero feminine identity -> more symbolic capital
female pupils police identities and girls risk being seen as 'tramps' if they fail to conform
DOUBLE STANDARDS
LEES
: the double standard of sexual morality for boys and girls
boys' sexual conquest gives status from male peers + ignored by male teachers, but 'promiscuity' for girls attracts negative labels
feminists see the double stadard as example of patriarchal ideology, justifying male power + devaluing women; a form of social control reinforcing gender inequality
TEACHERS' & DISCIPLINE
HAYWOOD & MAC AN GHAILL
: male teachers tell boys off for acting like girls or tease boys when they get lower marks than girls in tests
ASKEW & ROSS
: male teachers can reinforce messages about gender - being protective over female colleagues gives the message of women not being able to cope alone